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Author: Marian Metcalfe
Publisher: Heinemann
ISBN: 9780435810252
Category : Juvenile Nonfiction
Languages : en
Pages : 52
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Book Description
A Key Stage 3 book designed for pupils who find music theory difficult to understand and remember. The content is differentiated at three levels to cater for differing abilities and experience, and a corresponding teacher's resource pack is also available.
Author: Marian Metcalfe
Publisher: Heinemann
ISBN: 9780435810252
Category : Juvenile Nonfiction
Languages : en
Pages : 52
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Book Description
A Key Stage 3 book designed for pupils who find music theory difficult to understand and remember. The content is differentiated at three levels to cater for differing abilities and experience, and a corresponding teacher's resource pack is also available.
Author: Marian Metcalfe
Publisher: Heinemann Educational Books
ISBN: 9780435810269
Category : Music theory
Languages : en
Pages : 64
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Book Description
A teacher's resource pack which corresponds to a Key Stage 3 book designed for pupils who find music theory difficult to understand and remember. The content is differentiated at three levels to cater for differing abilities and experience.
Author: Nina Paim
Publisher:
ISBN: 9783959050814
Category : Art
Languages : en
Pages : 272
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Book Description
Deriving its title from the Paul Klees pedagogical sketchbook of the same name
Author: E. D. Hirsch
Publisher: Harvard Education Press
ISBN: 1612509541
Category : Education
Languages : en
Pages : 280
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Book Description
In Why Knowledge Matters, influential scholar E. D. Hirsch, Jr., addresses critical issues in contemporary education reform and shows how cherished truisms about education and child development have led to unintended and negative consequences. Hirsch, author of The Knowledge Deficit, draws on recent findings in neuroscience and data from France to provide new evidence for the argument that a carefully planned, knowledge-based elementary curriculum is essential to providing the foundations for children’s life success and ensuring equal opportunity for students of all backgrounds. In the absence of a clear, common curriculum, Hirsch contends that tests are reduced to measuring skills rather than content, and that students from disadvantaged backgrounds cannot develop the knowledge base to support high achievement. Hirsch advocates for updated policies based on a set of ideas that are consistent with current cognitive science, developmental psychology, and social science. The book focuses on six persistent problems of recent US education: the over-testing of students; the scapegoating of teachers; the fadeout of preschool gains; the narrowing of the curriculum; the continued achievement gap between demographic groups; and the reliance on standards that are not linked to a rigorous curriculum. Hirsch examines evidence from the United States and other nations that a coherent, knowledge-based approach to schooling has improved both achievement and equity wherever it has been instituted, supporting the argument that the most significant education reform and force for equality of opportunity and greater social cohesion is the reform of fundamental educational ideas. Why Knowledge Matters introduces a new generation of American educators to Hirsch’s astute and passionate analysis.
Author:
Publisher:
ISBN:
Category : Bibliography, National
Languages : en
Pages : 944
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Book Description
Author:
Publisher: East African Publishers
ISBN: 9789966253187
Category :
Languages : en
Pages : 128
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Book Description
Author: Peter Blatchford
Publisher: UCL Press
ISBN: 1787358798
Category : Education
Languages : en
Pages : 340
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Book Description
The debate over whether class size matters for teaching and learning is one of the most enduring, and aggressive, in education research. Teachers often insist that small classes benefit their work. But many experts argue that evidence from research shows class size has little impact on pupil outcomes, so does not matter, and this dominant view has informed policymaking internationally. Here, the lead researchers on the world’s biggest study into class size effects present a counter-argument. Through detailed analysis of the complex relations involved in the classroom they reveal the mechanisms that support teachers’ experience, and conclude that class size matters very much indeed. Drawing on 20 years of systematic classroom observations, surveys of practitioners, detailed case studies and extensive reviews of research, Peter Blatchford and Anthony Russell contend that common ways of researching the impact of class size are limited and sometimes misguided. While class size may have no direct effect on pupil outcomes, it has, they say, significant force through interconnections with classroom processes. In describing these connections, the book opens up the everyday world of the classroom and shows that the influence of class size is everywhere. It impacts on teaching, grouping practices and classroom management, the quality of peer relations, tasks given to pupils, and on the time teachers have for marking, assessments and understanding the strengths and challenges for individual pupils. From their analysis, the authors develop a new social pedagogical model of how class size influences work, and identify policy conclusions and implications for teachers and schools.
Author:
Publisher:
ISBN:
Category : England
Languages : en
Pages : 564
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 280
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Book Description
Author: James Silk Buckingham
Publisher:
ISBN:
Category :
Languages : en
Pages : 852
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Book Description
