Author: Ida FrantzPublisher:
ISBN:
Category :
Languages : en
Pages : 306
Book Description
Continuous Progress for All Primary Pupils
Author: Ida FrantzSurvey of Research on Grouping as Related to Pupil Learning
Author: Jane FransethPublisher:
ISBN:
Category : Ability grouping in education
Languages : en
Pages : 84
Book Description
A Title I ESEA Case Study: Continuous Progress Program, Williamsburg County, South Carolina
Author: United States. Office of EducationPublisher:
ISBN:
Category :
Languages : en
Pages : 48
Book Description
Making Progress in Primary Science
Author: Wynne HarlenPublisher: Routledge
ISBN: 1134474431
Category : Inquiry (Theory of knowledge)
Languages : en
Pages : 257
Book Description
This book is for teachers and student teachers looking to improve their practice in primary science. Throughout the book, the focus is on the learning of science as an investigative process through which pupils develop an understanding of ideas. This is supported by modules on different aspects of teaching and learning in science, including: building on children's own ideas how to ask and answer questions managing practical work in the classroom science for very young children effective assessment, self-assessment and feedback cross-curricular links ICT and science science outside the classroom Each module comprises of an introduction to the aspect; workshop materials to help teachers reflect on teaching, planning and managing primary science; guidance about typical pitfalls and problems; and suggestions for further reading. This book can also be used as a companion to the book for course leaders using Making Progress in Primary Science, 2nd edition. It follows exactly the same module structure and can be used by participants during their course and as a useful resource afterwards.
Making Progress in Primary Science
Author: Dr Wynne HarlenPublisher: Routledge
ISBN: 1134474423
Category : Education
Languages : en
Pages : 257
Book Description
This new and extensively revised edition of Progress in Primary Science is intended for all those involved in training teachers of primary school science, both preservice and on INSET courses. Its flexible modular structure enables course leaders to tailor their course to participants' needs. Each module can be studied individually or as part of an extended programme and contains notes for facilitators, photocopiable workshop materials, activities for practitioners and suggestions for further reading. Throughout the book the focus is on the learning of science as an investigative process through which pupils develop an understanding of ideas. This is supported by modules on different aspects of teaching and learning in science, including: building on children's own ideas how to ask and answer questions managing practical work in the classroom science for very young children effective assessment, self-assessment and feedback cross-curricular links ICT and science science outside the classroom. The companion study book currently available can be used by those participating on these courses. It follows the same modular structure and contains the same information as this book, and makes planning and delivering the course easier and less time consuming for the course leader.
Moving from the Primary Classroom
Author: Maurice GaltonPublisher: Taylor & Francis
ISBN: 1000831329
Category : Education
Languages : en
Pages : 229
Book Description
First published in 1983, Moving from the Primary Classroom is concerned with what happens to pupils when they change teachers in the primary school and when they move to the secondary or middle school. Although most children are well prepared for the organizational changes, they will face after transfer, the researchers found that major difficulties were encountered when pupils adjusted to the new teaching styles associated with specialist subjects. As pupils move up the primary school, and after transfer, there appears to be a decrease in individualization of the learning process in favour of whole-class teaching and group work. This poses particular problems for pupils who find the work either too difficult or not sufficiently challenging. The disparity in the varying rates at which children complete their work sometimes causes acute problems which are fully documented. This book will be of interest to students of education, pedagogy as well as teachers.
All Children Can Learn
Author: Roger S. PankratzPublisher: John Wiley & Sons
ISBN: 0787958646
Category : Education
Languages : en
Pages : 315
Book Description
Now educators, school board members, and policymakers can refer to a single volume for key lessons from the nation's most comprehensive and longest-running school reform model. Written by a nationally prominent group of educators, researchers, and policy analysts, All Children Can Learnpresents important research findings from the Kentucky reforms, examines major program elements, and analyzes initiatives that worked or didn't work. Throughout the book, the authors explore the challenges of implementing statewide school change initiatives, offer sound advice for overcoming reform hurdles, and share valuable recommendations for future policy and practice. Reform-minded educators from every type of community will find valuable insights as they contemplate similar changes.
Science Teaching in the Elementary Schools
Author: Paul E. BlackwoodPublisher:
ISBN:
Category : Education
Languages : en
Pages : 116
Book Description
Behavior and Classroom Management in the Multicultural Classroom
Author: Terry L. ShepherdPublisher: SAGE Publications
ISBN: 1483322130
Category : Education
Languages : en
Pages : 377
Book Description
Addressing the increasing number of culturally and linguistically diverse students in today’s schools, Behavior and Classroom Management in the Multicultural Classroom provides general and special education teachers with the knowledge, skills, and strategies to make the proactive, active, and reactive interventions necessary to create a positive classroom environment in which all students can learn. Going beyond the traditional rules and hierarchy of consequences and reinforcements, the book demonstrates how to incorporate basic classroom management plans, functional behavioral analysis, functional behavioral assessments, and behavioral intervention plans into the development and implementation of response-to-intervention and school-wide positive behavior support programs. In every chapter, the authors use real world examples and case studies to explore how language and culture affect students’ responses to behavior and classroom management. Unique chapters cover social skills training and collaborating with families of diverse students.
Author: