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Author: Kathleen Roney Publisher: IAP ISBN: 1623962293 Category : Education Languages : en Pages : 354
Book Description
High stakes testing, standards, and accountability politics is taking us away from the importance of the affective domain in curriculum development. This critical learning domain is often an unrecognized and infrequently considered topic in the literature. Through this book we extend the current knowledge base by addressing a curriculum model developed in the 1980s. We add a 2012 knowledge base as we delineate the role of self-perceptions in school-related learning, how middle level curriculum affects self-perceptions, and the type of curriculum planning which enhances self-perceptions and improves learning in the cognitive, affective, and psychomotor domains. The combination of sound psychological principles and practical teaching and curriculum suggestions with an empirical basis makes the book attractive to both higher education and local school professional libraries. In the former it will serve as the primary text in graduate and advanced undergraduate middle level education programs and practices courses. It might also be a primary text in courses or workshops in affective education or other experiences which emphasize affective, values, and self-concept. It also has potential as a supplementary text in undergraduate educational psychology courses. At the in-service level this book could be used as a workshop resource or as a professional reference for middle level teachers, administrators, curriculum workers, and supervisors. Our interest in young adolescents and their school setting coincides with the fourth edition of This We Believe (NMSA, 2010). The self-enhancing school is characterized by “from-to” statements; for example, “from” avoiding parents “to” working with parents. Using theory and research we discuss the costs of staying in the “from” position and the benefits derived from moving to the “to” position. By combining educational psychology and curriculum development we make a unique contribution to middle grades curriculum developers.
Author: Kathleen Roney Publisher: IAP ISBN: 1623962293 Category : Education Languages : en Pages : 354
Book Description
High stakes testing, standards, and accountability politics is taking us away from the importance of the affective domain in curriculum development. This critical learning domain is often an unrecognized and infrequently considered topic in the literature. Through this book we extend the current knowledge base by addressing a curriculum model developed in the 1980s. We add a 2012 knowledge base as we delineate the role of self-perceptions in school-related learning, how middle level curriculum affects self-perceptions, and the type of curriculum planning which enhances self-perceptions and improves learning in the cognitive, affective, and psychomotor domains. The combination of sound psychological principles and practical teaching and curriculum suggestions with an empirical basis makes the book attractive to both higher education and local school professional libraries. In the former it will serve as the primary text in graduate and advanced undergraduate middle level education programs and practices courses. It might also be a primary text in courses or workshops in affective education or other experiences which emphasize affective, values, and self-concept. It also has potential as a supplementary text in undergraduate educational psychology courses. At the in-service level this book could be used as a workshop resource or as a professional reference for middle level teachers, administrators, curriculum workers, and supervisors. Our interest in young adolescents and their school setting coincides with the fourth edition of This We Believe (NMSA, 2010). The self-enhancing school is characterized by “from-to” statements; for example, “from” avoiding parents “to” working with parents. Using theory and research we discuss the costs of staying in the “from” position and the benefits derived from moving to the “to” position. By combining educational psychology and curriculum development we make a unique contribution to middle grades curriculum developers.
Author: Lisa M Harrison Publisher: Routledge ISBN: 1000044963 Category : Education Languages : en Pages : 133
Book Description
Originally published as a special issue of the Middle School Journal, this book presents integrative curriculum as a foundational element of the middle school. By addressing the current gap in literature on curriculum integration in the middle grades, this text explores how learning can be organized around authentic concepts or questions which cut across disciplines and speak to young adolescents. Providing a current, nuanced, and comprehensive review of what it means to embrace and implement an interdisciplinary and integrative curriculum, the volume considers how educators can create and deliver a high-quality integrative curriculum which is enjoyable, challenging, and inclusive. Examples of implementation in teacher preparation programs and middle grade classrooms showcase integrative approaches and illustrate how curricula have been key in tackling social inequities, increasing engagement with STEM, and supporting collaboration. This text will be of great interest to graduate and postgraduate students, researchers, academics and libraries in the field of Middle School Education, Curriculum Studies, Teacher Education, Theories of Learning, and STEM Education.
Author: James A. Beane Publisher: National Middle School Association ISBN: 9781560900733 Category : Education Languages : en Pages : 148
Book Description
Thoughtfully and thoroughly reviews the past, analyzes the separate subject approach, and outlines a proposal for a new general education program that would transform the middle level school.
Author: Johanna Kasin Lemlech Publisher: Prentice Hall ISBN: 9780131181793 Category : Classroom management Languages : en Pages : 0
Book Description
For Elementary and Middle School Curriculum Development and Methods classes. Unlike texts that focus on either the "how" or "what" of teaching, Curriculum and Instructional Methods for the Elementary and Middle School explores both the "how" (instruction) and "what" (content), and provides an integrative approach to ensure teachers a broad knowledge base when they enter the classroom.
Author: Esther Hautzig Publisher: Harper Collins ISBN: 006440577X Category : Juvenile Fiction Languages : en Pages : 260
Book Description
Exiled to Siberia In June 1942, the Rudomin family is arrested by the Russians. They are "capitalists -- enemies of the people." Forced from their home and friends in Vilna, Poland, they are herded into crowded cattle cars. Their destination: the endless steppe of Siberia. For five years, Ester and her family live in exile, weeding potato fields and working in the mines, struggling for enough food and clothing to stay alive. Only the strength of family sustains them and gives them hope for the future.
Author: Nancy Walkup Reynolds Publisher: Walch Publishing ISBN: 9780825121432 Category : Art Languages : en Pages : 94
Book Description
This book integrates art production, art history, art criticism, and aesthetics into 56 lessons for middle school classes. There are also 17 reproducible pages on art concepts to use as study guides. (Adapted from back cover).
Author: Ken Rawson Publisher: HarperChristian Resources ISBN: 0310861063 Category : Religion Languages : en Pages : 146
Book Description
From the time they’re born, boys are given a “code” to live by: don’t cry, don’t play with dolls, don’t be a wimp...you get the picture. For a middle school guy, it’s tough enough to figure out what it means to just be yourself—let alone how to become a man. Breaking the Code is an eight-week study that will help them discover what it really means to be a man. With fun, interactive activities and age-appropriate discussion questions, you’ll find that this study will help small groups of middle school guys learn how they can become the men God created them to be. In this study, you’ll help guys:• critically examine what they’ve been taught about what it means to be a man• explore the rich heritage of men in the Bible• discover their identity in God• find new ways to feel confident Help the guys in your group begin the journey to manhood with a clear perspective on what it means to be a man. Help break the code.**After you’ve helped guys break the code, you can help them study the ultimate man—Jesus, in Breaking the Code (book 2). Focusing on the life of Christ, they will learn to deal with the issues most guys face.
Author: Kathleen Roney
Author: Kathleen Roney
Author: Lisa M Harrison
Author: James A. Beane
Author: Johanna Kasin Lemlech
Author: Jon Wiles
Author: Ray Notgrass
Author: Esther Hautzig
Author: Nancy Walkup Reynolds
Author: Vincent A. Anfara
Author: Ken Rawson