Wrinkles in Time and Place: Using Performance Assessments to Understand the Knowledge of History Teachers.

Wilson, Suzanne M.; Wineburg, Samuel S.

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Peer reviewed

ERIC Number: EJ490308

Record Type: CIJE

Publication Date: 1993

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0002-8312

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Wrinkles in Time and Place: Using Performance Assessments to Understand the Knowledge of History Teachers.

Wilson, Suzanne M.; Wineburg, Samuel S.

American Educational Research Journal, v30 n4 p729-69 Win 1993

Responses of two high school history teachers on three performance assessments of teaching, part of the Stanford University Teacher Assessment Project, were analyzed. Differences that emerged in teacher attitudes and knowledge level illustrate what performance assessment can reveal about pedagogical knowledge and the implications for educational policy and practice. (SLD)

Descriptors: Educational Assessment, Educational Policy, Educational Practices, High Schools, History, History Instruction, Knowledge Level, Performance Based Assessment, Responses, Secondary School Teachers, Teacher Attitudes, Teacher Evaluation, Teaching Methods

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

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Authoring Institution: N/A

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Author Affiliations: N/A