Author: Publisher: ISBN: Category : Languages : en Pages :
Book Description
This lesson is intended to teach alphabetical order to students in the early elementary grades by using the names of the children in the classroom. The lesson requires the reading of "Santa's Book of Names," by David McPhail. Teachers.Net provides the procedures for the lesson as part of the Teachers.Net Lesson Exchange online resource.
Author: Publisher: ISBN: Category : Languages : en Pages :
Book Description
Elaine Magud offers a list of activities that allow kindergarten students to practice writing their names. Magud includes a list of the materials required and the procedures for each activity. Teachers.Net provides the list as part of the Teachers.Net Lesson Exchange online resource.
Author: Chris Van Allsburg Publisher: Houghton Mifflin Harcourt ISBN: 054442283X Category : Juvenile Nonfiction Languages : en Pages : 52
Book Description
In this 25th anniversary edition of Just a Dream, travel with young Walter on a fantastical adventure as he travels--by way of his bed--into a polluted dreamscape world that wakes him up to a more eco-friendly way to live. Chris Van Allsburg's pitch-perfect narrative, paired with his full-color pastel illustrations, renders this picture book a story that has stood the test of time. This anniversary edition includes bonus downloadable audio, read by Chris Van Allsburg and a stunning new jacket
Author: Chris Van Allsburg Publisher: Houghton Mifflin Harcourt ISBN: 9780395486689 Category : Juvenile Fiction Languages : en Pages : 31
Book Description
When two bad ants desert from their colony, they experience a dangerous adventure that convinces them to return to their former safety.
Author: Sharon Vincz Andrews Publisher: ISBN: Category : Education Languages : en Pages : 294
Book Description
Designed for teachers and arguing that democratic values are best taught in democratic classrooms, this hands-on guide offers clear directions for exploring values using children's literature as a starting point. Combining numerous classroom examples with practical advice, backed up by historical analysis and educational theory, the book: (1) discusses crucial questions, such as the defining of values and how to teach values; (2) provides clear examples of how inquiry- and literature-based investigation of values work in classrooms; (3) presents instructional strategies that promote self-directed discovery of values; (4) offers a unique bibliography of literature that guides children in their values exploration; and (5) provides an analysis of textbooks and their connection to moral education. Includes an additional select annotated bibliography. Contains 147 references. (NKA)
Author: Seu'ula Johansson-Fua Publisher: Comparative and International ISBN: 9789004425293 Category : Education Languages : en Pages : 172
Book Description
"This multi-authored volume draws on the collective experiences of a team of researcher-practitioners, from three Oceanic universities, in an aid-funded intervention program for enhancing literacy learning in Pacific Islands primary education schools. The interventions explored here-in Solomon Islands and Tonga-were implemented via a four-year collaboration which adopted a design-based research approach to bringing about sustainable improvements in teacher and student learning, and in the delivery and evaluation of educational aid. This approach demanded that learning from the context of practice should be determining of both content and process; that all involved in the interventions should see themselves as learners. Essential to the trusting and respectful relationships required for this approach was the program's acknowledgement of relationality as central to indigenous Oceanic societies, and of education as a relational activity. Relationality and Learning in Oceania: Contextualizing Education for Development addresses debates current in both comparative education and international aid. Argued strongly is that relational research-practice approaches (south-south, south-north) which center the importance of context and culture, and the significance of indigenous epistemologies, are required to strengthen education within the post-colonial relational space of Oceania, and to inform the various agencies and actors involved in 'education for development' in Oceania and globally. Maintained is that the development of education structures and processes within the contexts explored through the chapters comprising this volume, continues to be a negotiation between the complexity of historically developed local 'traditions' and understandings and the 'global' imperatives shaped by dominant development discourses"--
Author: Alka Sehgal Cuthbert Publisher: UCL Press ISBN: 1787358747 Category : Education Languages : en Pages : 284
Book Description
The design of school curriculums involves deep thought about the nature of knowledge and its value to learners and society. It is a serious responsibility that raises a number of questions. What is knowledge for? What knowledge is important for children to learn? How do we decide what knowledge matters in each school subject? And how far should the knowledge we teach in school be related to academic disciplinary knowledge? These and many other questions are taken up in What Should Schools Teach? The blurring of distinctions between pedagogy and curriculum, and between experience and knowledge, has served up a confusing message for teachers about the part that each plays in the education of children. Schools teach through subjects, but there is little consensus about what constitutes a subject and what they are for. This book aims to dispel confusion through a robust rationale for what schools should teach that offers key understanding to teachers of the relationship between knowledge (what to teach) and their own pedagogy (how to teach), and how both need to be informed by values of intellectual freedom and autonomy. This second edition includes new chapters on Chemistry, Drama, Music and Religious Education, and an updated chapter on Biology. A revised introduction reflects on emerging discourse around decolonizing the curriculum, and on the relationship between the knowledge that children encounter at school and in their homes.
Author: 
Author: David McPhail
Author: David M. McPhail
Author: David McPhail
Author: 
Author: Chris Van Allsburg
Author: Chris Van Allsburg
Author: Sharon Vincz Andrews
Author: Seu'ula Johansson-Fua
Author: Alka Sehgal Cuthbert