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Author: Paul Connolly Publisher: Routledge ISBN: 1134427468 Category : Education Languages : en Pages : 264
Book Description
Boys' underachievement in education has now become a global concern, taxing the minds of governments across the Western world. Boys and Schooling in the Early Years represents the first major study of its kind to focus specifically on young boys and achievement. It makes a powerful argument for the need to begin tackling the problem of boys' lower educational performance in the early years. This book includes one of the most detailed and up-to-date analyses of national evidence regarding gender differences in educational achievement - from the early years through to the end of compulsory schooling. Together with original and in-depth case studies that vividly capture the differing experiences and perspectives of 5-6 year old boys, the book sets out the nature of the problems facing them in education and highlights a number of practical ways in which these issues can begin to be addressed. This is essential reading for all those working in the early years, who are concerned about boys' lower levels of achievement, and want to know what they can do about it.
Author: Paul Connolly Publisher: Routledge ISBN: 1134427468 Category : Education Languages : en Pages : 264
Book Description
Boys' underachievement in education has now become a global concern, taxing the minds of governments across the Western world. Boys and Schooling in the Early Years represents the first major study of its kind to focus specifically on young boys and achievement. It makes a powerful argument for the need to begin tackling the problem of boys' lower educational performance in the early years. This book includes one of the most detailed and up-to-date analyses of national evidence regarding gender differences in educational achievement - from the early years through to the end of compulsory schooling. Together with original and in-depth case studies that vividly capture the differing experiences and perspectives of 5-6 year old boys, the book sets out the nature of the problems facing them in education and highlights a number of practical ways in which these issues can begin to be addressed. This is essential reading for all those working in the early years, who are concerned about boys' lower levels of achievement, and want to know what they can do about it.
Author: Paul Connolly Publisher: Routledge ISBN: 113442745X Category : Education Languages : en Pages : 248
Book Description
Boys' underachievement in education has now become a global concern, taxing the minds of governments across the Western world. Boys and Schooling in the Early Years represents the first major study of its kind to focus specifically on young boys and achievement. It makes a powerful argument for the need to begin tackling the problem of boys' lower educational performance in the early years. This book includes one of the most detailed and up-to-date analyses of national evidence regarding gender differences in educational achievement - from the early years through to the end of compulsory schooling. Together with original and in-depth case studies that vividly capture the differing experiences and perspectives of 5-6 year old boys, the book sets out the nature of the problems facing them in education and highlights a number of practical ways in which these issues can begin to be addressed. This is essential reading for all those working in the early years, who are concerned about boys' lower levels of achievement, and want to know what they can do about it.
Author: Kathleen Palmer Cleveland Publisher: ASCD ISBN: 1416613269 Category : Education Languages : en Pages : 251
Book Description
Learn how you can move underachieving boys from a position of weakness to one of strength using the Pathways to Re-Engagement model, which incorporates research findings and insights from the author's own experience.
Author: National Research Council Publisher: National Academies Press ISBN: 0309324882 Category : Social Science Languages : en Pages : 706
Book Description
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
Author: Erika Christakis Publisher: Penguin ISBN: 0698195019 Category : Family & Relationships Languages : en Pages : 400
Book Description
“Christakis . . . expertly weaves academic research, personal experience and anecdotal evidence into her book . . . a bracing and convincing case that early education has reached a point of crisis . . . her book is a rare thing: a serious work of research that also happens to be well-written and personal . . . engaging and important.” --Washington Post "What kids need from grown-ups (but aren't getting)...an impassioned plea for educators and parents to put down the worksheets and flash cards, ditch the tired craft projects (yes, you, Thanksgiving Handprint Turkey) and exotic vocabulary lessons, and double-down on one, simple word: play." --NPR The New York Times bestseller that provides a bold challenge to the conventional wisdom about early childhood, with a pragmatic program to encourage parents and teachers to rethink how and where young children learn best by taking the child’s eye view of the learning environment To a four-year-old watching bulldozers at a construction site or chasing butterflies in flight, the world is awash with promise. Little children come into the world hardwired to learn in virtually any setting and about any matter. Yet in today’s preschool and kindergarten classrooms, learning has been reduced to scripted lessons and suspect metrics that too often undervalue a child’s intelligence while overtaxing the child’s growing brain. These mismatched expectations wreak havoc on the family: parents fear that if they choose the “wrong” program, their child won’t get into the “right” college. But Yale early childhood expert Erika Christakis says our fears are wildly misplaced. Our anxiety about preparing and safeguarding our children’s future seems to have reached a fever pitch at a time when, ironically, science gives us more certainty than ever before that young children are exceptionally strong thinkers. In her pathbreaking book, Christakis explains what it’s like to be a young child in America today, in a world designed by and for adults, where we have confused schooling with learning. She offers real-life solutions to real-life issues, with nuance and direction that takes us far beyond the usual prescriptions for fewer tests, more play. She looks at children’s use of language, their artistic expressions, the way their imaginations grow, and how they build deep emotional bonds to stretch the boundaries of their small worlds. Rather than clutter their worlds with more and more stuff, sometimes the wisest course for us is to learn how to get out of their way. Christakis’s message is energizing and reassuring: young children are inherently powerful, and they (and their parents) will flourish when we learn new ways of restoring the vital early learning environment to one that is best suited to the littlest learners. This bold and pragmatic challenge to the conventional wisdom peels back the mystery of childhood, revealing a place that’s rich with possibility.
Author: Louise Derman-Sparks Publisher: ISBN: 9781938113574 Category : Languages : en Pages : 224
Book Description
Anti-bias education begins with you! Become a skilled anti-bias teacher with this practical guidance to confronting and eliminating barriers.
Author: Cathy Nutbrown Publisher: SAGE ISBN: 1446289532 Category : Education Languages : en Pages : 184
Book Description
This insightful text shows how the attitudes of adults in early years settings can influence practice. The authors argue for a broad definition of inclusion, not limited to those with learning difficulties or impairment, but addressing factors affecting all members of the learning community. The book shows how the lives of practitioners, parents and children have been affected by inclusive and exclusionary practices. This new and revised edition includes an increased focus on: - inclusion as a political issue - social class - poverty - children′s rights - gay and lesbian parents and staff This text is essential for all early years students, practitioners and researchers who want to become familiar with current research into inclusion and to develop ways of drawing on such studies to inform and devleop their own inclusive practices. Cathy Nutbrown is Professor of Education and Director for Research at the University of Sheffield. Peter Clough is Honorary Professor of Education at the University of Sheffield Frances Atherton is Head of Department of Early Childhood Studies, at the University of Chester.
Author: Heidi Harju-Luukkainen Publisher: Springer Nature ISBN: 3030912973 Category : Education Languages : en Pages : 286
Book Description
This book explores policies and practices in special education in the early years, highlighting shared enablers and barriers. It examines research, policies and practices from different Nordic countries and discusses the theory and empirical data underlying the research. It looks at specific issues including gifted children, social inequality and exclusion, teaching children with autism, inclusive practice, language and emotions. The book offers critical perspectives, highlights potential developmental objects and gives recommendations for further research as well as policy and practice. The book features many aspects of the so-called Nordic model - the economic and social policies common to the Nordic Countries: Denmark, Finland, Norway and Sweden. The findings provide important insights into the Nordic model and advance the understanding of relevant issues facing the Nordic countries.
Author: Janice Koch Publisher: IAP ISBN: 1607527693 Category : Education Languages : en Pages : 213
Book Description
In this volume, gender and schooling in the early years addresses a broad range of issues including, but not limited, to gender equity in education. We explore, for example, the complex world of play in Fromberg's chapter and are reminded that for young children, play involves issues of power and hierarchy in ways that parallel the role of gender in society. Miletta's study of preschool children in northern Italy, at Reggio Emilia, reveals a story of classroom interactions where gender differences are not part of the equation for the youngsters. Her chapter begs the question, "How does this environment empower all children, regardless of gender?" Two chapters provide a lens to the Montessori setting for young children. Wilgus studies the gendered patterns of young women teaching at a Montessori school, while Irby, Rodriguez, and Lara-Alecio explore the intersections of culture and gender at a bilingual Montessori public school. Further examining the preschool years, Plaster and Schiller address the current brain research and examine the ways in which the adults that staff early child care programs, and the environments that they offer, play an important role in the development of our children.
Author: Paul Connolly
Author: Paul Connolly
Author: Francis Wardle
Author: Paul Connolly
Author: Kathleen Palmer Cleveland
Author: National Research Council
Author: Erika Christakis
Author: Louise Derman-Sparks
Author: Cathy Nutbrown
Author: Heidi Harju-Luukkainen
Author: Janice Koch