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To facilitate a more definitive understanding of the usefulness of formative assessment, this meta-analysis examined the impact of formative assessment on student academic achievement in the K-12 classroom. The study analyzed 258 effect sizes from 118 primary studies published around the world. By applying a broad lens for defining and understanding formative assessment, the study confirmed the usefulness of formative assessment. The overall effect size was 0.25 (Hedges' g) for all studies included, and 0.22 for studies conducted within the US. The effect size was similar across different types of formative assessments (e.g., self-assessment vs peer assessment) and content domains (e.g., English language, mathematics, science, etc.). The mean effect size was significantly larger for studies conducted outside North America and Western Europe, for formative assessments for high school students, and for studies using the quasi-experimental design. No publication bias was detected for studies conducted in North America and Western Europe. [ABSTRACT FROM AUTHOR]

Designing field embedded experiences for teacher candidates poses a unique challenge for large teacher education programs. Field experiences must include working with students, enhanced pedagogical coaching, and interaction within a professional community. Coursework coupled with field work should engage teacher candidates in a process of planning, implementing, analyzing and reflecting, and then modifying future teaching as evidence of reflective practice. Skilled coaching by the university based teacher educator or classroom mentor is one avenue for teaching novice educators how to analyze their classroom experiences. However, in large teacher education programs the ratio of candidates to UBTEs can make adequate coaching impossible. Thus, peer coaching can provide a feasible option for UBTE coaching. The purpose of this article is to describe the peer coaching experiences of teacher candidates and their university based teacher educators during junior level clinical block courses focused on developmentally appropriate practices for students in grades 1-3. Presented are a discussion of reflective practice, a rationale for peer coaching, and the application of peer coaching within three early childhood and elementary courses. Recommendations and challenges of peer coaching in a clinical pre-service teacher education program and implications for further studies are explored in the closing.

In early childhood teacher education programs, the reality of educational systems must be understood and teacher candidates must be ready to deal with the current challenges schools face. The rationale and application of the principles of practice based teacher education are presented in this article. Practice-based teacher education programs offer experiences for candidates to begin to understand the complexities of teaching and integrate knowledge from learning and developmental theories into practice. Grossman et al. ("Teach Teach Theor Pract" 15(2):273-289, 2009) identify three key concepts in how teaching candidates understand the complex practice of teaching: representations of practice, decomposition of practice, and approximations of practice. In this practice-based teacher education program, the epistemic practices are experienced in conjunction with one another, allowing candidates to explore and question a particular phenomenon about teaching or learning (focused inquiry), observe the teaching or learning about the phenomenon (directed observation), participate in planning and enacting teaching (guided practice), deconstruct experiences and create meaning (focused inquiry) followed by directed observation and/or opportunities to reenact (Hollins in "J Teach Educ" 62(4):395-407, 2011). High leverage practices were focused on through the Classroom Assessment Scoring System (CLASS, Pianta et al. in "Classroom assessment scoring system manual Pre-K." Brookes Publishing Co., Baltimore, 2008a). Benefits and drawbacks of a practice-based program are discussed.

The article focuses on integrating digital play and project work to stimulate young children's inquiry and learning, particularly in the context of moviemaking projects. Topics include the use of technology in play-based learning, its equitable access and integration of technology, and the concept of digital play as a lens for understanding technology's role in children's play and learning.

The article acknowledges reviewers who have contributed to the December 2005 issue of the "Journal of Marriage & Family." Some of the reviewers are Joyce Abma, Alan Acock, Michele Adams, Ryan Adams, Marina A. Adler, James W. Ainsworth, Kathryn Anderson, Kristin Anderson, Peter Anderson, Siwan Anderson, Jacqueline Angel, Renee Babcock, Heather Bachman, Kathleen S. Bahr, Leena Banerjee, Judith C. Barker, Rosalind C. Barnett, Rosemary Barnett, Denise S. Bartell, Brenda L. Bass and Christie D. Batson.