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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: 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: 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: Stuart Ernest Dean
Publisher:
ISBN:
Category : Ability grouping in education
Languages : en
Pages : 32
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Book Description
Author: Thomas S. Poetter
Publisher: IAP
ISBN: 1641138203
Category : Education
Languages : en
Pages : 222
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Book Description
Curriculum Windows: What Curriculum Theorists of the 1950s Can Teach Us about Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists of the 1950s in contemporary terms. The authors explore how key books/authors from the curriculum field of the 1950s illuminate new possibilities forward for us as scholar educators today: How might the theories, practices, and ideas wrapped up in curriculum texts of the 1950s still resonate with us, allow us to see backward in time and forward in time – all at the same time? How might these figurative windows of insight, thought, ideas, fantasy, and fancy make us think differently about curriculum, teaching, learning, students, education, leadership, and schools? Further, how might they help us see more clearly, even perhaps put us on a path to correct the mistakes and missteps of intervening decades and of today? The chapter authors and editors revisit and interpret several of the most important works in the curriculum field of the 1950s. The book's Foreword is by renowned curriculum theorist William H. Schubert.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 734
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Book Description
Author:
Publisher:
ISBN:
Category : Public schools
Languages : en
Pages : 392
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Book Description
Author:
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 148
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Book Description
Author:
Publisher: Educational Technology
ISBN: 9780877780533
Category : Education
Languages : en
Pages : 164
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Book Description
Author: Alice Leeds
Publisher: R&L Education
ISBN: 1461706130
Category : Education
Languages : en
Pages : 194
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Book Description
Teaching and Learning in the Intermediate Multiage Classroom describes in practical detail a creative and effective teaching practice in multiage elementary classrooms, one that integrates challenging academics with personalized teaching and learning. Written by David Marshak, an educator who has studied multiage classrooms for over 12 years, and Alice Leeds, who has taught in multiage classrooms for over a decade, this book describes methods for teaching in this type of environment that provide a better form of education than the conventional age-graded classroom. Leeds and Marshak examine the benefits of multiage classrooms by exploring how such classrooms function and provide a detailed description of an individual unit designed to maximize the potential of this non-traditional form of intermediate education. By describing the benefits multiage classrooms provide in terms of personal, social, and academic achievement, plus outlining a process for teachers to become successful in this environment, this book is bound to interest administrators, teachers, and researchers in education.
Author: J. Joyce McDonald
Publisher:
ISBN:
Category : Educational change
Languages : en
Pages : 300
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Book Description
