Mary Hill | The University of Auckland (original) (raw)

Papers by Mary Hill

Education Sciences

Background: Undergraduate research journals are a popular mechanism for inducting students into r... more Background: Undergraduate research journals are a popular mechanism for inducting students into research, communication, and publication facets of academia. A thematic review of 17 review papers found little evidence for journal impact. Methods: A scoping review identified 91 journals. A systematic search identified the journal website, its International Standard Serial Number (if any), its citation rate on Google Scholar, its start year and end year (if applicable). Results: Seventy-five journals had both a Google Scholar h-index and a discoverable start year. Sixty-eight had been cited one or more times. The median h-index was 2, mode was h = 1, and the average h-index = 4.38. Correlation with start year was not statistically significant, neither was content field of journals. Conclusions: Surprisingly, almost all currently published journals have been cited at least once, showing that undergraduate research journals have some impact on the scholarly world. Further analyses are su...

Assessment Matters, 2014

The report Directions for Assessment in New Zealand (Absolum, Flockton, Hattie, Hipkins, & Reid, ... more The report Directions for Assessment in New Zealand (Absolum, Flockton, Hattie, Hipkins, & Reid, 2009) envisages an "assessment capable" system where students are empowered to become selfregulated learners. This article explores the concept of assessment capability. It considers what it means to be an assessment-capable teacher in New Zealand, the lessons that have been learned in this area, and why the realisation of the assessment-capable student may be challenging. It examines the critical roles that teachers play in meeting three key conditions (Sadler, 1989) needed for students to acquire evaluative and productive knowledge and skills. Finally, it suggests ways that teachers may be supported to become assessmentcapable professionals.

Frontiers of Education in China, 2016

Uncertainty about teacher education around the world abounds as providers grapple with the challe... more Uncertainty about teacher education around the world abounds as providers grapple with the challenge of preparing teachers who can foster the learning of increasingly diverse student populations. Hence, the policy focus in New Zealand, as in other nations, is on improving the quality of initial teacher education (ITE) through strengthening professional experience and school–university partnerships. This chapter reports a qualitative study that investigated how engagement in a school–university collaborative research project outside of ITE contributed to a New Zealand equity-centred teacher education programme’s alignment and coherence. We interviewed teachers and teacher educators participating in the research project and teaching on the programme. Directed thematic data analysis identified three major themes—awareness, articulation and action. Using concepts from complexity theory, the study illustrates how building relationships with schools that extend beyond professional experie...

Canadian Journal of Children's Rights / Revue canadienne des droits des enfants, 2019

Transition out of school is more than an administrative procedure, biological life stage, or publ... more Transition out of school is more than an administrative procedure, biological life stage, or public policy issue; transition is a human right. Yet, community participation in post-school life is challenging, particularly for those with significant disability. Findings from this 6-month ethnographic study confirm that two issues—silos, or breakdowns in collaboration, and trialling post-school options—were impediments to a transition with dignity. Deep examination into the experiences and perspectives of 3 young men demonstrated the challenges they faced in moving from schooling to a life in the community. Their experiences were analysed in a disability studies framework using the capability approach (Nussbaum, 2006; Sen, 1985) to prioritise opportunities to transition with dignity.

Complicity: An International Journal of Complexity and Education, 2017

Our purpose is to provide an exploratory statistical representation of initial teacher education ... more Our purpose is to provide an exploratory statistical representation of initial teacher education as a complex system comprised of dynamic influential elements. More precisely, we reveal what the system looks like for differently-positioned teacher education stakeholders based on our framework for gathering, statistically analyzing, and graphically representing the results of a unique exercise wherein the participants literally mapped the system as they perceived it. Through an iterative series of inter-related studies employing cluster analysis and multidimensional scaling procedures, we demonstrate how initial teacher education may be represented as a complex system comprised of interactive agents and attributes whose perceived relationships are a function of nested stakeholder-dependent simplex systems. Furthermore, we illustrate how certain propositions of complexity theory, such as boundaries, heterogeneity, multidimensionality and emergence, may be investigated and represented ...

Frontiers in Education, 2017

Research over several years has found that "effective learners tend to monitor and regulate their... more Research over several years has found that "effective learners tend to monitor and regulate their own learning and, as a result, learn more and have greater academic success in school" (Andrade, 2010, p. 90). In New Zealand primary schools, the primary purpose of assessment and evaluation is to improve students' learning and teachers' teaching as both respond to the information it provides. To bring this purpose to fruition, teachers need to be educated to facilitate genuine engagement by learners in assessment processes; known in New Zealand as having assessment capability. In this study, we investigated to what extent, and how, teacher candidates learn to involve their students in formative assessment of their own work. Participants were a cohort of undergraduate, elementary school teacher candidates in a 3-year undergraduate program taught across three campuses at one university in New Zealand. Surveys and interviews were used to investigate assessment capability. Although the survey results suggested the teacher candidates may be developing such capability, the interviews indicated that assessment capability was indeed an outcome of the program. Our findings demonstrate that these teacher candidates understood the reasons for involving their students and are beginning to develop the capability to teach and use assessment in these ways. However, developing assessment capability was not straight forward, and the findings demonstrate that more could have been done to assist the teacher candidates in seeing and understanding how to implement such practices. Our data indicate that a productive approach would be to partner teacher candidates with assessment capable teachers and with university lecturers who likewise support and involve the teacher candidates in goal setting and monitoring their own learning to teach.

Asia-Pacific Journal of Teacher Education, 2017

Despite a growing body of knowledge about what content, processes and arrangements for learning m... more Despite a growing body of knowledge about what content, processes and arrangements for learning may result in more effective initial teacher education, there remains a problem with the variability of outcomes from teacher education programmes. This paper reports on a multi-perspective exploration of what influences learning to teach in valued ways during initial teacher education. Framed by complexity theory, which emphasises the non-linear nature of social phenomena, the paper presents an analysis of 76 maps of influences on learning to teach (made by teacher candidates, teacher educators, mentor teachers and policy makers), looking for differences and patterns that might point the way to explanations about teacher candidates' varying ability to enact practice that improves outcomes for all learners.

Assessment in Education: Principles, Policy & Practice, 2016

This article examines evidence regarding the assessment learning of preservice teachers (PTs) in ... more This article examines evidence regarding the assessment learning of preservice teachers (PTs) in a new Master of Teaching designed to prepare teachers to address the less than equitable outcomes of certain groups of students in New Zealand. The assessment curriculum was integrated across all of the courses and the in-school experiences as one of six interconnected facets of practice for equity. Evidence about the assessment learning of 27 preservice teachers was collected using a survey, interpretive analysis of three assignments and a focus group interview. The findings demonstrated that preservice teachers combined theory and practice encountered in many contexts to build the assessment understanding and competence needed to address equity issues. We argue that this was facilitated by incorporating the assessment curriculum within each course, intertwining university and school experiences, and the specific focus on addressing equity throughout the programme.

Asia-Pacific Journal of Teacher Education, 2016

The study of recruitment practices for teacher educators in Aotearoa New Zealand (NZ) universitie... more The study of recruitment practices for teacher educators in Aotearoa New Zealand (NZ) universities reveals the academic category of teacher educator along three related trajectories: a professional expert (not required to research), a traditional academic (not required to hold a teaching qualification or teacher's practicing certificate), and one who is dually qualified, to teach (as a registered NZ teacher) and to research. It is the dually qualified type of teacher educator who can service the full scope of university based initial teacher education (ITE). Recent recruitment practices have however focused on employment of professional experts and traditional academics. Drawing from document analyses and interviews we present a picture of changing teacher educators' work. Our study argues that policy environments and universities' responses are changing objects, rules and divisions of labour in university based ITE. We comment on the evolution ITE in NZ, its likely trajectory, and its potential for development.

Higher Education Research & Development, 2016

ABSTRACT In this article we use cultural-historical activity theory to explore the place of resea... more ABSTRACT In this article we use cultural-historical activity theory to explore the place of research in the work of New Zealand university-based teacher educators (TEs). We consider how aspirations for a research-informed initial teacher education are served by New Zealand universities’ recruitment practices and TEs' actual work. We suggest that TEs value scholarship that informs their practice and are motivated to research, despite working within institutions where employment practices are bifurcating the TE workforce along lines of who can and should do research and who should not. We cite evidence from interviews to suggest TEs, and those in leadership positions who have been involved in TE recruitment, recognize the importance of research to inform practice and teaching. However, this conflicts with the language of advertisements and job descriptions where for some TE roles, the practice of research and scholarship are not an object of work. In response, we encourage those responsible for TE work force development to support and employ TEs able to engage in high standards of scholarship and teaching, and in so doing provide their students with research- and practice-informed teaching.

Teachers as researchers, as a term, carries with it a particular dynamic. It seems to lack an aut... more Teachers as researchers, as a term, carries with it a particular dynamic. It seems to lack an authenticity. Try it out elsewhere: librarian as poet, unemployed single mother as writer, seamstress as political activist. That these refer respectively to Philip Larkin, Rosa Parks and J.K Rowling may give a flavour of the feeling we have that the term is simply patronising. In our respective roles as pre-service teacher educators, we do not recognise ourselves in the term researcher as teacher. We are both-not one acting as the other. So we should like to offer the term teacher and researcher to describe the group of people who have contributed to this special edition of English Teaching: Practice and Critique. Some of us work in a school context, which in itself is not an homogeneous concept, representing as our contributors do academically successful schools, struggling schools, comprehensive schools, singlesex schools, independent schools, community schools-labels do not do justice to variety but may indicate the diversity of perceptions the group holds. Some of us work in a University context; some in advisory roles with a variety of schools. We are all involved in the same quest: developing an understanding of the ways in which education works and how different practices impacts on the English/literacy classroom. And this volume, it is hoped, will enable us to contribute to that body of knowledge.

Over the past four decades, New Zealand has had highly developed patterns of self-evaluation and ... more Over the past four decades, New Zealand has had highly developed patterns of self-evaluation and improvement in initiating its beginning teachers into schools. In particular, this evolution includes a formalization in the role of the tutor teacher – the on-site veteran teacher responsible for coaching a beginning teacher (BT). This paper provides an overview of induction highlights for each decade, and concludes by highlighting current practices in exemplar schools. The argument is that induction has moved from an individualistic outlook in the 1970’s to a humanistic stance in the mid-1980’s, and New Zealand stands poised to adopt a vanguard pedagogical viewpoint from a current wave of induction reform.

ABSTRACT This report is part of the New Zealand Ministry of Education research project Curriculum... more ABSTRACT This report is part of the New Zealand Ministry of Education research project Curriculum Stocktake: National School Sampling Study. The major content of this report is the administration and results of three questionnaires designed to investigate teachers' experiences in teaching from the New Zealand national curriculum documents; the drawing up of a 10% sample of New Zealand primary and secondary schools; and the summarisation of the results from the responses. The three questionnaires were first, a general questionnaire about curriculum; second, one on the mathematics curriculum documents; and third, one on the technology curriculum documents.

3. The time to do a questionnaire should not normally exceed 30 minutes, thus the researchers nee... more 3. The time to do a questionnaire should not normally exceed 30 minutes, thus the researchers needed to be highly selective about which questions would be included. The "tick boxes" questions would be relatively quick for teachers to complete, but there needed to be plenty of opportunity for teachers to also add comments if they wished, which would take longer. A rolling series of pilot studies of draft questionnaires was carried out with: subject experts at the School of Education, University of Waikato; teachers in nearby schools; and subject association teachers in social studies. When the draft was at the stage where it included more items than could be included in the final version, a process of interaction with the Ministry of Education began. The first round of questionnaires established the structure for later ones and a number of the questions were parallel, to enable comparisons between curriculum areas. The interaction identified items that were, by negotiation, amended or deleted, and in a few cases, new items written. Further pilot work took place. The Ministry consulted members of the project advisory committee for comment, which was taken into account by the project team. A copy of the final version of the social studies questionnaire is in Appendix A. The content can be summarised as follows:

Teaching and Teacher Education, 2016

h i g h l i g h t s Four tasks involved in making equity the centerpiece of initial teacher educa... more h i g h l i g h t s Four tasks involved in making equity the centerpiece of initial teacher education. Task 1: Conceptualizing inequality/inequity and teacher education's role. Task 2: Defining practice for equity. Task 3: Creating equity-centered programs tailored to local history of inequality. Task 4: Researching equity-centered teacher education.

Teaching and Teacher Education, 2016

Teacher Learning with Classroom Assessment

In this concluding chapter, we use the guiding questions for the book as a framework to examine w... more In this concluding chapter, we use the guiding questions for the book as a framework to examine what the case studies tell us about what and how teachers learn as they wrestle with classroom assessment, pushing the boundaries of their practice while finding ways to work within the constraints of their context. We then address themes that cut across the cases, highlighting the impact of the contexts in which these teachers work and learn.

Education Sciences

Background: Undergraduate research journals are a popular mechanism for inducting students into r... more Background: Undergraduate research journals are a popular mechanism for inducting students into research, communication, and publication facets of academia. A thematic review of 17 review papers found little evidence for journal impact. Methods: A scoping review identified 91 journals. A systematic search identified the journal website, its International Standard Serial Number (if any), its citation rate on Google Scholar, its start year and end year (if applicable). Results: Seventy-five journals had both a Google Scholar h-index and a discoverable start year. Sixty-eight had been cited one or more times. The median h-index was 2, mode was h = 1, and the average h-index = 4.38. Correlation with start year was not statistically significant, neither was content field of journals. Conclusions: Surprisingly, almost all currently published journals have been cited at least once, showing that undergraduate research journals have some impact on the scholarly world. Further analyses are su...

Assessment Matters, 2014

The report Directions for Assessment in New Zealand (Absolum, Flockton, Hattie, Hipkins, & Reid, ... more The report Directions for Assessment in New Zealand (Absolum, Flockton, Hattie, Hipkins, & Reid, 2009) envisages an "assessment capable" system where students are empowered to become selfregulated learners. This article explores the concept of assessment capability. It considers what it means to be an assessment-capable teacher in New Zealand, the lessons that have been learned in this area, and why the realisation of the assessment-capable student may be challenging. It examines the critical roles that teachers play in meeting three key conditions (Sadler, 1989) needed for students to acquire evaluative and productive knowledge and skills. Finally, it suggests ways that teachers may be supported to become assessmentcapable professionals.

Frontiers of Education in China, 2016

Uncertainty about teacher education around the world abounds as providers grapple with the challe... more Uncertainty about teacher education around the world abounds as providers grapple with the challenge of preparing teachers who can foster the learning of increasingly diverse student populations. Hence, the policy focus in New Zealand, as in other nations, is on improving the quality of initial teacher education (ITE) through strengthening professional experience and school–university partnerships. This chapter reports a qualitative study that investigated how engagement in a school–university collaborative research project outside of ITE contributed to a New Zealand equity-centred teacher education programme’s alignment and coherence. We interviewed teachers and teacher educators participating in the research project and teaching on the programme. Directed thematic data analysis identified three major themes—awareness, articulation and action. Using concepts from complexity theory, the study illustrates how building relationships with schools that extend beyond professional experie...

Canadian Journal of Children's Rights / Revue canadienne des droits des enfants, 2019

Transition out of school is more than an administrative procedure, biological life stage, or publ... more Transition out of school is more than an administrative procedure, biological life stage, or public policy issue; transition is a human right. Yet, community participation in post-school life is challenging, particularly for those with significant disability. Findings from this 6-month ethnographic study confirm that two issues—silos, or breakdowns in collaboration, and trialling post-school options—were impediments to a transition with dignity. Deep examination into the experiences and perspectives of 3 young men demonstrated the challenges they faced in moving from schooling to a life in the community. Their experiences were analysed in a disability studies framework using the capability approach (Nussbaum, 2006; Sen, 1985) to prioritise opportunities to transition with dignity.

Complicity: An International Journal of Complexity and Education, 2017

Our purpose is to provide an exploratory statistical representation of initial teacher education ... more Our purpose is to provide an exploratory statistical representation of initial teacher education as a complex system comprised of dynamic influential elements. More precisely, we reveal what the system looks like for differently-positioned teacher education stakeholders based on our framework for gathering, statistically analyzing, and graphically representing the results of a unique exercise wherein the participants literally mapped the system as they perceived it. Through an iterative series of inter-related studies employing cluster analysis and multidimensional scaling procedures, we demonstrate how initial teacher education may be represented as a complex system comprised of interactive agents and attributes whose perceived relationships are a function of nested stakeholder-dependent simplex systems. Furthermore, we illustrate how certain propositions of complexity theory, such as boundaries, heterogeneity, multidimensionality and emergence, may be investigated and represented ...

Frontiers in Education, 2017

Research over several years has found that "effective learners tend to monitor and regulate their... more Research over several years has found that "effective learners tend to monitor and regulate their own learning and, as a result, learn more and have greater academic success in school" (Andrade, 2010, p. 90). In New Zealand primary schools, the primary purpose of assessment and evaluation is to improve students' learning and teachers' teaching as both respond to the information it provides. To bring this purpose to fruition, teachers need to be educated to facilitate genuine engagement by learners in assessment processes; known in New Zealand as having assessment capability. In this study, we investigated to what extent, and how, teacher candidates learn to involve their students in formative assessment of their own work. Participants were a cohort of undergraduate, elementary school teacher candidates in a 3-year undergraduate program taught across three campuses at one university in New Zealand. Surveys and interviews were used to investigate assessment capability. Although the survey results suggested the teacher candidates may be developing such capability, the interviews indicated that assessment capability was indeed an outcome of the program. Our findings demonstrate that these teacher candidates understood the reasons for involving their students and are beginning to develop the capability to teach and use assessment in these ways. However, developing assessment capability was not straight forward, and the findings demonstrate that more could have been done to assist the teacher candidates in seeing and understanding how to implement such practices. Our data indicate that a productive approach would be to partner teacher candidates with assessment capable teachers and with university lecturers who likewise support and involve the teacher candidates in goal setting and monitoring their own learning to teach.

Asia-Pacific Journal of Teacher Education, 2017

Despite a growing body of knowledge about what content, processes and arrangements for learning m... more Despite a growing body of knowledge about what content, processes and arrangements for learning may result in more effective initial teacher education, there remains a problem with the variability of outcomes from teacher education programmes. This paper reports on a multi-perspective exploration of what influences learning to teach in valued ways during initial teacher education. Framed by complexity theory, which emphasises the non-linear nature of social phenomena, the paper presents an analysis of 76 maps of influences on learning to teach (made by teacher candidates, teacher educators, mentor teachers and policy makers), looking for differences and patterns that might point the way to explanations about teacher candidates' varying ability to enact practice that improves outcomes for all learners.

Assessment in Education: Principles, Policy & Practice, 2016

This article examines evidence regarding the assessment learning of preservice teachers (PTs) in ... more This article examines evidence regarding the assessment learning of preservice teachers (PTs) in a new Master of Teaching designed to prepare teachers to address the less than equitable outcomes of certain groups of students in New Zealand. The assessment curriculum was integrated across all of the courses and the in-school experiences as one of six interconnected facets of practice for equity. Evidence about the assessment learning of 27 preservice teachers was collected using a survey, interpretive analysis of three assignments and a focus group interview. The findings demonstrated that preservice teachers combined theory and practice encountered in many contexts to build the assessment understanding and competence needed to address equity issues. We argue that this was facilitated by incorporating the assessment curriculum within each course, intertwining university and school experiences, and the specific focus on addressing equity throughout the programme.

Asia-Pacific Journal of Teacher Education, 2016

The study of recruitment practices for teacher educators in Aotearoa New Zealand (NZ) universitie... more The study of recruitment practices for teacher educators in Aotearoa New Zealand (NZ) universities reveals the academic category of teacher educator along three related trajectories: a professional expert (not required to research), a traditional academic (not required to hold a teaching qualification or teacher's practicing certificate), and one who is dually qualified, to teach (as a registered NZ teacher) and to research. It is the dually qualified type of teacher educator who can service the full scope of university based initial teacher education (ITE). Recent recruitment practices have however focused on employment of professional experts and traditional academics. Drawing from document analyses and interviews we present a picture of changing teacher educators' work. Our study argues that policy environments and universities' responses are changing objects, rules and divisions of labour in university based ITE. We comment on the evolution ITE in NZ, its likely trajectory, and its potential for development.

Higher Education Research & Development, 2016

ABSTRACT In this article we use cultural-historical activity theory to explore the place of resea... more ABSTRACT In this article we use cultural-historical activity theory to explore the place of research in the work of New Zealand university-based teacher educators (TEs). We consider how aspirations for a research-informed initial teacher education are served by New Zealand universities’ recruitment practices and TEs' actual work. We suggest that TEs value scholarship that informs their practice and are motivated to research, despite working within institutions where employment practices are bifurcating the TE workforce along lines of who can and should do research and who should not. We cite evidence from interviews to suggest TEs, and those in leadership positions who have been involved in TE recruitment, recognize the importance of research to inform practice and teaching. However, this conflicts with the language of advertisements and job descriptions where for some TE roles, the practice of research and scholarship are not an object of work. In response, we encourage those responsible for TE work force development to support and employ TEs able to engage in high standards of scholarship and teaching, and in so doing provide their students with research- and practice-informed teaching.

Teachers as researchers, as a term, carries with it a particular dynamic. It seems to lack an aut... more Teachers as researchers, as a term, carries with it a particular dynamic. It seems to lack an authenticity. Try it out elsewhere: librarian as poet, unemployed single mother as writer, seamstress as political activist. That these refer respectively to Philip Larkin, Rosa Parks and J.K Rowling may give a flavour of the feeling we have that the term is simply patronising. In our respective roles as pre-service teacher educators, we do not recognise ourselves in the term researcher as teacher. We are both-not one acting as the other. So we should like to offer the term teacher and researcher to describe the group of people who have contributed to this special edition of English Teaching: Practice and Critique. Some of us work in a school context, which in itself is not an homogeneous concept, representing as our contributors do academically successful schools, struggling schools, comprehensive schools, singlesex schools, independent schools, community schools-labels do not do justice to variety but may indicate the diversity of perceptions the group holds. Some of us work in a University context; some in advisory roles with a variety of schools. We are all involved in the same quest: developing an understanding of the ways in which education works and how different practices impacts on the English/literacy classroom. And this volume, it is hoped, will enable us to contribute to that body of knowledge.

Over the past four decades, New Zealand has had highly developed patterns of self-evaluation and ... more Over the past four decades, New Zealand has had highly developed patterns of self-evaluation and improvement in initiating its beginning teachers into schools. In particular, this evolution includes a formalization in the role of the tutor teacher – the on-site veteran teacher responsible for coaching a beginning teacher (BT). This paper provides an overview of induction highlights for each decade, and concludes by highlighting current practices in exemplar schools. The argument is that induction has moved from an individualistic outlook in the 1970’s to a humanistic stance in the mid-1980’s, and New Zealand stands poised to adopt a vanguard pedagogical viewpoint from a current wave of induction reform.

ABSTRACT This report is part of the New Zealand Ministry of Education research project Curriculum... more ABSTRACT This report is part of the New Zealand Ministry of Education research project Curriculum Stocktake: National School Sampling Study. The major content of this report is the administration and results of three questionnaires designed to investigate teachers' experiences in teaching from the New Zealand national curriculum documents; the drawing up of a 10% sample of New Zealand primary and secondary schools; and the summarisation of the results from the responses. The three questionnaires were first, a general questionnaire about curriculum; second, one on the mathematics curriculum documents; and third, one on the technology curriculum documents.

3. The time to do a questionnaire should not normally exceed 30 minutes, thus the researchers nee... more 3. The time to do a questionnaire should not normally exceed 30 minutes, thus the researchers needed to be highly selective about which questions would be included. The "tick boxes" questions would be relatively quick for teachers to complete, but there needed to be plenty of opportunity for teachers to also add comments if they wished, which would take longer. A rolling series of pilot studies of draft questionnaires was carried out with: subject experts at the School of Education, University of Waikato; teachers in nearby schools; and subject association teachers in social studies. When the draft was at the stage where it included more items than could be included in the final version, a process of interaction with the Ministry of Education began. The first round of questionnaires established the structure for later ones and a number of the questions were parallel, to enable comparisons between curriculum areas. The interaction identified items that were, by negotiation, amended or deleted, and in a few cases, new items written. Further pilot work took place. The Ministry consulted members of the project advisory committee for comment, which was taken into account by the project team. A copy of the final version of the social studies questionnaire is in Appendix A. The content can be summarised as follows:

Teaching and Teacher Education, 2016

h i g h l i g h t s Four tasks involved in making equity the centerpiece of initial teacher educa... more h i g h l i g h t s Four tasks involved in making equity the centerpiece of initial teacher education. Task 1: Conceptualizing inequality/inequity and teacher education's role. Task 2: Defining practice for equity. Task 3: Creating equity-centered programs tailored to local history of inequality. Task 4: Researching equity-centered teacher education.

Teaching and Teacher Education, 2016

Teacher Learning with Classroom Assessment

In this concluding chapter, we use the guiding questions for the book as a framework to examine w... more In this concluding chapter, we use the guiding questions for the book as a framework to examine what the case studies tell us about what and how teachers learn as they wrestle with classroom assessment, pushing the boundaries of their practice while finding ways to work within the constraints of their context. We then address themes that cut across the cases, highlighting the impact of the contexts in which these teachers work and learn.