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Author: Debra Olson Pressnall Publisher: Key Education Publishing ISBN: 1602689075 Category : Juvenile Nonfiction Languages : en Pages : 176
Book Description
There’s a huge world for students in grades PK–K to explore, and All Around the Neighborhood provides the perfect place for them to start. Teachers use the reproducible building fronts and vehicles to create a familiar neighborhood setting, then let students' imaginations do the rest. Students add buildings from their own homes to fire stations to construction sites. This 176-page book teaches social awareness in conjunction with a variety of concepts and vocabulary words that draw upon students' interests. It includes 10 mini-books, 7 file-folder games, more than 60 reproducible patterns, more than 80 literature links, and a wealth of cross-curricular activities that reinforce each new concept. The book supports NCSS and NAEYC standards.
Author: Debra Olson Pressnall Publisher: Key Education Publishing ISBN: 1602689075 Category : Juvenile Nonfiction Languages : en Pages : 176
Book Description
There’s a huge world for students in grades PK–K to explore, and All Around the Neighborhood provides the perfect place for them to start. Teachers use the reproducible building fronts and vehicles to create a familiar neighborhood setting, then let students' imaginations do the rest. Students add buildings from their own homes to fire stations to construction sites. This 176-page book teaches social awareness in conjunction with a variety of concepts and vocabulary words that draw upon students' interests. It includes 10 mini-books, 7 file-folder games, more than 60 reproducible patterns, more than 80 literature links, and a wealth of cross-curricular activities that reinforce each new concept. The book supports NCSS and NAEYC standards.
Author: Sachdeva, Danielle E. Publisher: IGI Global ISBN: 1668496569 Category : Education Languages : en Pages : 324
Book Description
In today's developing view of education, a disquieting trend looms—the erosion of students' right to choose what they read. This erosion, fueled by an alarming surge in censorship attempts, casts a shadow over the very essence of intellectual exploration. Recent years have witnessed an unprecedented number of challenges aimed at restricting access to books, targeting themes that embrace human diversity, inclusivity, and the tapestry of life itself. As educators, administrators, and scholars grapple with this critical juncture, Supporting Students’ Intellectual Freedom in Schools: The Right to Read serves as a comprehensive resource they can turn to for support and knowledge. This book is a call to action, resonating with teachers, school librarians, administrators, and scholars who refuse to let censorship erode the foundations of education. As censorship attempts proliferate, its chapters offer fortification, providing educators at all levels with the tools to safeguard students' intellectual freedom. From the hallowed halls of academia to the vibrant classrooms of K-12, the insights within these pages shape curricula, conversations, and a collective commitment to nurturing minds that thrive on diversity and inquiry. In a world clamoring for unwavering advocates of intellectual freedom, Supporting Students’ Intellectual Freedom in Schools is not just a solution—it is a declaration of resolute solidarity in the pursuit of knowledge and the unassailable right to read.
Author: Doris R Entwisle Publisher: Routledge ISBN: 0429970277 Category : Education Languages : en Pages : 256
Book Description
Educational sociologists have paid relatively little attention to children in middle childhood (ages 6 to 12), whereas developmental psychologists have emphasized factors internal to the child much more than the social contexts in explaining children's development. Children, Schools, and Inequality redresses that imbalance. It examines elementary school outcomes (e.g., test scores, grades, retention rates) in light of the socioeconomic variation in schools and neighborhoods, the organizational patterns across elementary schools, and the ways in which family structure intersects with children's school performance. Adding data from the Baltimore Beginning School Study to information culled from the fields of sociology, child development, and education, this book suggests why the gap between the school achievement of poor children and those who are better off has been so difficult to close. Doris Enwistle, Karl Alexander, and Linda Olson show why the first-grade transition?how children negotiate entry into full-time schooling?is a crucial period. They also show that events over that time have repercussions that echo throughout children's entire school careers. Currently the only study of this life transition to cover a comprehensive sample and to suggest straightforward remedies for urban schools, Children, Schools, and Inequality can inform educators, practitioners, and policymakers, as well as researchers in the sociology of education and child development.
Author: Judith L. Meece Publisher: Routledge ISBN: 1135283877 Category : Education Languages : en Pages : 534
Book Description
Children spend more time in school than in any social institution outside the home. And schools probably exert more influence on children’s development and life chances than any environment beyond the home and neighbourhood. The purpose of this book is to document some important ways schools influence children’s development and to describe various models and methods for studying schooling effects. Key features include: Comprehensive Coverage – this is the first book to provide a comprehensive review of what is known about schools as a context for human development. Topical coverage ranges from theoretical foundations to investigative methodologies and from classroom-level influences such as teacher-student relations to broader influences such as school organization and educational policies. Cross-Disciplinary – this volume brings together the divergent perspectives, methods and findings of scholars from a variety of disciplines, among them educational psychology, developmental psychology, school psychology, social psychology, psychiatry, sociology, and educational policy. Chapter Structure – to ensure continuity, chapter authors describe 1) how schooling influences are conceptualized 2) identify their theoretical and methodological approaches 3) discuss the strengths and weaknesses of existing research and 4) highlight implications for future research, practice, and policy. Methodologies – chapters included in the text feature various methodologies including longitudinal studies, hierarchical linear models, experimental and quasi-experimental designs, and mixed methods.
Author: University of Chicago. Department of Education. Committee on Field Services Publisher: ISBN: Category : Education, Elementary Languages : en Pages : 316
Author: Debra Olson Pressnall
Author: Debra Olson Pressnall
Author: Sachdeva, Danielle E.
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Author: Doris R Entwisle
Author: Judith L. Meece
Author: Molly Smith
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Author: University of Chicago. Department of Education. Committee on Field Services
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