Skip to main content

Fritz Mosher

A Hitchhiker's Guide to Thinking about Literacy, Learning Progressions, and Instruction

Research Report
2017

Where Learning Progressions have been identified, they have been seen as offering a basis for informing teachers' understanding of where their students are in their learning, and the specific problems they may be having, so their teaching can be adapted in ways that will help keep their students moving ahead.  Progressions also can provide understandable reference points that assessments could target, so that their results would be more useful for informing teacher

Consortium for Policy Research in Education

University of Pennsylvania Graduate School of Education
3440 Market Street, Suite 560
Philadelphia, PA 19104
Tel: 215.573.0700
Fax: 215.573.7914

© Copyright 2024 CONSORTIUM FOR POLICY RESEARCH IN EDUCATION, UNIVERSITY OF PENNSYLVANIA GRADUATE SCHOOL OF EDUCATION

Sign up to receive news and announcements

CAPTCHA
This question is for testing whether you are a human visitor and to prevent automated spam submissions.