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Theory Into Practice Volume 27, 1988 - Issue 1: Becoming a Student
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Original Articles

A pluralistic view of early assessment: The project spectrum approach

Carey Wexler‐Sherman Bethel Hospital Child and Family Center, Norwich, England
,
Howard Gardner Professor of education and co‐director of Harvard Project Zero, Harvard Graduate School of Education
&
David Henry Feldman Professor of developmental psychology, Tufts University; Visiting scholar at the Harvard Graduate School of Education
Pages 77-83 | Published online: 05 Nov 2009

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Read on this site (2)

Naomi Sankar‐DeLeeuw. (2002) Gifted Preschoolers: Parent and teacher views on identification, early admission, and programming. Roeper Review 24:3, pages 172-177.
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Naomi Sankar‐DeLeeuw. (1999) Gifted preschoolers: Parent and teacher views on identification, early admission and programming . Roeper Review 21:3, pages 174-179.
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Articles from other publishers (8)

Carole Sénéchal & Serge Larivée. (2024) La théorie des intelligences multiples, un mythe qui a toujours le vent dans les voiles. Enfance N° 1:1, pages 21-30.
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Don Ambrose. 2022. The Psychology of Wisdom. The Psychology of Wisdom 245 261 .
. 2022. The Psychology of Wisdom. The Psychology of Wisdom 209 261 .
James E. Johnson. (1994) The challenge of incorporating research on play into the practice of preschool education. Journal of Applied Developmental Psychology 15:4, pages 603-618.
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Margaret L. Adams & David Henry Feldman. 1993. Emerging Themes in Cognitive Development. Emerging Themes in Cognitive Development 53 76 .
James E. Johnson & Karen McChesney Johnson. (2016) Clarifying the Developmental Perspective in Response to Carta, Schwartz, Atwater, and McConnell. Topics in Early Childhood Special Education 12:4, pages 439-457.
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Howard Gardner. 1992. Changing Assessments. Changing Assessments 77 119 .
Catherine Emihovich. (1990) Ask no questions: Sociolinguisticissues in experimental and testing contexts. Linguistics and Education 2:2, pages 165-183.
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