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Author: John I. Goodlad Publisher: Teachers College Press ISBN: 0807776408 Category : Education Languages : en Pages : 300
Book Description
Since its first publication in 1959, The Nongraded Elementary School has become a classic in school reform literature. This reissue includes a retrospective introduction on what happened to nongraded alternatives in the aftermath of “Sputnik” educational reforms, what is occurring amid the current resurgence of school reform, and what the prospects are for the future. The value of this book lies in its still contemporary theoretical underpinnings for the nongraded school. The book’s treatment of the issue of promotion versus non-promotion is of particular interest in the current debate on school reform.
Author: John I. Goodlad Publisher: Teachers College Press ISBN: 0807776408 Category : Education Languages : en Pages : 300
Book Description
Since its first publication in 1959, The Nongraded Elementary School has become a classic in school reform literature. This reissue includes a retrospective introduction on what happened to nongraded alternatives in the aftermath of “Sputnik” educational reforms, what is occurring amid the current resurgence of school reform, and what the prospects are for the future. The value of this book lies in its still contemporary theoretical underpinnings for the nongraded school. The book’s treatment of the issue of promotion versus non-promotion is of particular interest in the current debate on school reform.
Author: Robert Henry Anderson Publisher: R & L Education ISBN: Category : Education Languages : en Pages : 276
Book Description
This best-selling guide to creating and maintaining nongraded schools offers innovative policies, actions and procedures as well as strong theoretical support in the theory, research, planning, practices, and management of nongraded education.
Author: John I. Goodlad Publisher: Teachers College Press ISBN: 9780807728451 Category : Education Languages : en Pages : 300
Book Description
Since its first publication in 1959, The Nongraded Elementary School has become a classic in school reform literature. This reissue includes a retrospective introduction on what happened to nongraded alternatives in the aftermath of “Sputnik” educational reforms, what is occurring amid the current resurgence of school reform, and what the prospects are for the future. The value of this book lies in its still contemporary theoretical underpinnings for the nongraded school. The book’s treatment of the issue of promotion versus non-promotion is of particular interest in the current debate on school reform.
Author: Susan Debra Blum Publisher: ISBN: 9781949199819 Category : Grading and marking (Students) Languages : en Pages : 0
Book Description
The moment is right for critical reflection on what has been assumed to be a core part of schooling. In Ungrading, fifteen educators write about their diverse experiences going gradeless. Some contributors are new to the practice and some have been engaging in it for decades. Some are in humanities and social sciences, some in STEM fields. Some are in higher education, but some are the K-12 pioneers who led the way. Based on rigorous and replicated research, this is the first book to show why and how faculty who wish to focus on learning, rather than sorting or judging, might proceed. It includes honest reflection on what makes ungrading challenging, and testimonials about what makes it transformative. CONTRIBUTORS: Aaron Blackwelder Susan D. Blum Arthur Chiaravalli Gary Chu Cathy N. Davidson Laura Gibbs Christina Katopodis Joy Kirr Alfie Kohn Christopher Riesbeck Starr Sackstein Marcus Schultz-Bergin Clarissa Sorensen-Unruh Jesse Stommel John Warner
Author: Lauren Madden Publisher: Rowman & Littlefield ISBN: 153812713X Category : Education Languages : en Pages : 217
Book Description
As teachers and parents, we often hear that children are the best scientists. Great science teachers tune in to children’s interests and observations to create engaging and effective lessons. This focus on the innate curiosity of children, or humans overall is celebrated and used to justify and support efforts around STEM teaching and learning. Yet, when we discuss elementary school teachers, we often hear many inside and outside the classroom report that these teachers dislike, fear, and feel uncomfortable with science. This is exactly the opposite approach from what is universally recommended by science education scholars. This practical textbook meets the immediate, contextual needs of future and current elementary teachers by using an assets-based approach to science teaching, showing how to create inquiry-based lessons, differentiate instruction and lesson design based on children’s developmental ages and needs, and providing easy-to-use tools to advocate for scientific teaching and learning guided by the Next Generation Science Standards (NGSS).
Author: Robert E. Slavin Publisher: CRC Press ISBN: 9789026514739 Category : Education Languages : en Pages : 318
Book Description
This work is a collection of previously published articles by Robert Slavin. The articles trace the evolution, over a quarter-century, of the powerful idea that given well-developed, rigorously evaluated methods and materials, teachers can succeed with virtually all children.
Author: Pennsylvania State University. Institute for Research on Human Resources Publisher: ISBN: Category : Ability grouping in education Languages : en Pages : 284
Author: Lindsay Clare Matsumura Publisher: R&L Education ISBN: 9781578862078 Category : Education Languages : en Pages : 178
Book Description
To support teachers in developing, reflecting on, and fine-tuning the assignments they create, this book presents a series of dimensions (or rubrics) with benchmark examples from elementary, middle, and high school classrooms. The purpose of these rubrics is to serve as diagnostic tools to assess the strengths and weaknesses of an assignment, as well as to guide the creation of new assignments for students.
Author: Anne Wheelock Publisher: R&L Education ISBN: 9780876521991 Category : Education Languages : en Pages : 92
Book Description
A number of respected school systems are now seeking alternatives to tracking and ability grouping, alternatives that will ensure a better education for all students whatever their abilities. This handbook introduces practitioners to educators around the United States who are developing alternatives to harmful grouping practices. After a brief review of the roots of sorting practices and their impact on teaching and learning, the book describes features of classrooms and schools that have begun to use heterogeneous groupings and other innovative strategies. These features include high expectations for all, agreed-upon outcomes, coaching to help all students, innovative learning strategies for all, structures that support inclusive learning, and counseling for all students for success. The steps that schools may take to replace traditional grouping practices include developing school-based leadership and parental support, providing professional development, and support, creating districtwide commitment, planning for change, phasing in change, and developing supporting policies. In conclusion, schools that have started the untracking process have seen student achievement and self-esteem rise. Sufficient training and resources for teachers and staff is crucial for making for process work. Contains a glossary and nine references. (LMI)
Author: John I. Goodlad
Author: John I. Goodlad
Author: Robert Henry Anderson
Author: John I. Goodlad
Author: Susan Debra Blum
Author: Lauren Madden
Author: Robert E. Slavin
Author: Pennsylvania State University. Institute for Research on Human Resources
Author: Lindsay Clare Matsumura
Author: Anne Wheelock
Author: Stuart Ernest Dean