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Author: Joan Gaustad
Publisher:
ISBN:
Category : Combination of grades
Languages : en
Pages : 96
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Book Description
Author: Joan Gaustad
Publisher:
ISBN:
Category : Combination of grades
Languages : en
Pages : 96
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Book Description
Author: John I. Goodlad
Publisher: Teachers College Press
ISBN: 9780807728451
Category : Education
Languages : en
Pages : 300
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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: James Lewis
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 264
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Book Description
Author: Robert Henry Anderson
Publisher: R & L Education
ISBN:
Category : Education
Languages : en
Pages : 276
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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: Madeline C. Hunter
Publisher: ASCD
ISBN: 1416615741
Category : Education
Languages : en
Pages : 82
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Book Description
A look at the techniques and procedures used in a nongraded learning environment.
Author: Joel Macht
Publisher: Rowman & Littlefield
ISBN: 147586647X
Category : Education
Languages : en
Pages : 241
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Book Description
Responsible elementary schools strive to ensure that all pupils know more today than they knew yesterday thereby better preparing the youngsters for tomorrow’s lessons. However essential that aim, achieving the goal faces serious challenges due to what confronts quality classroom teachers daily: “It’s not the budget crisis or standardized testing…It’s the enormous variation in the academic level of students coming into any given classroom…” Our current educational system’s rigid graded format, i.e., first grade, second grade, is unable to accommodate this extraordinary pupil diversity. By habit rather than wise thinking, schools assign 25-30 children to classrooms and a teacher’s curriculum on the basis of age with no consideration for skills, a flawed approach called “lumping.” Doing so, even superior teachers are forced by time constraints to ignore many youngsters’ educational strengths and weaknesses thereby increasing the likelihood those schoolkids will suffer discordant “curriculum mismatches.” The book provides teachers and principals an effective alternative to the antiquated “one-size-fits-all” approach that ignores both advanced and struggling pupils, leaving many school children without essential everyday skills. The promising option offers all youngsters—low achievers, high achievers, and those in between—the opportunity to advance through the curriculum as far and as fast as their acquired skills allow.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 650
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 734
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1262
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Book Description
Author: Bradley A.U. Levinson
Publisher: Bloomsbury Publishing USA
ISBN: 0313011915
Category : Education
Languages : en
Pages : 230
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Book Description
Third in the series Sociocultural Studies of Educational Policy Formation and Appropriation, this volume brings together scholars from North America, South America, and Europe to examine the relationship between ethnographic research and educational policy. The product of papers and discussions originally taking place at the Interamerican Symposium on Ethnographic Educational Research, the book presents both original empirical research reports and theoretical-methodological proposals for using ethnography to study and influence educational policy. After an introduction and opening chapter that highlight the different ways of conceptualizing education, education policy, and diversity across American borders, five full chapters address the relationship between ethnography and educational policy through sustained empirical attention to specific research sites and projects. The next section of the book presents shorter position statements that relate specific research or policymaking experiences and reflect on the ways that ethnography can be involved in a project of formulating or revising policy. In this section, edited transcriptions of workshop discussions give the reader a vibrant sense of the challenging issues facing educational ethnographers attempting to address policy. The book closes with a commentary by a veteran educational ethnographer. Of interest to educators, researchers, and policymakers across the Americas, this volume contributes to an ongoing dialogue about how ethnographic research can intersect advantageously with the policymaking enterprise.
