Educational Foundations

Culture in school learning revealing the deep meaning

Culture in school learning : revealing the deep meaning

by Etta R. Hollins

callnumbericon LB 45 H65 2015     ED-61622

Edition: 3rd ed.

Language: English  

Publisher: New York : Routledge, 2015

Summary:       Challenging educators to better understand themselves and their students, this text presents a powerful process for developing a teaching perspective that embraces the centrality of culture in school learning. The six-part process covers examining culture, personalizing culture, inquiring about students' cultures and communities, applying knowledge about culture to teaching, formulating theory or a conceptual framework linking culture and school learning, and transforming professional practice to better meet the needs of students from different cultural and experiential backgrounds. All aspects of the process are interrelated and interdependent. Two basic procedures employed in this process are presented: constructing an operational definition of culture that reveals its deep meaning in cognition and learning, and applying the reflective-interpretive-inquiry (RIQ) approach to making linkages between students' cultural and experiential backgrounds and classroom instruction. Pedagogical features in each chapter include Focus Questions; Chapter Summaries; Suggested Learning Experiences, Critical Reading lists.

Designing better schools for culturally and linguistically diverse children a science of performance model for research

Designing better schools for culturally and linguistically diverse children : a science of performance model for research

by Stuart McNaughton

callnumbericon LC 3739.6 M36 2011       ED-61623

Language: English  

Publisher: New York : Routledge, 2011

Summary:     How can schools be better designed to enable equitable academic outcomes for culturally and linguistically diverse children from communities lacking in economic, political and social power? Putting forward a robust 'science of performance' model of school change based on a specified process of research and development in local contexts, this book: * lays out the traditions of optimism and pessimism about effective schooling for at-risk students * reviews the international and national evidence for the effectiveness of schools and school systems in reducing disparities in achievement * describes the challenges educational research must address to solve the problem of school effectiveness, proposes strict criteria against which effectiveness should be judged, and examines in detail examples where change has been demonstrated * proposes how researchers, professionals, and policy-makers can develop more effective systems. Bringing together structural and psychological accounts of the nature of schools, and establishing theoretically defensible criteria for judging effectiveness, this book is a critically important contribution to advancing the science of making schools more effective.

The developing child

The developing child

by Denise Roberts Boyd; Helen L. Bee

callnumbericon  RJ 131 B36 2012     ED-61745

Edition: 13th ed.

Language: English  

Publisher: Boston : Pearson, ©2012

Summary:       The Developing Child, 13e gives students the tools they need to organize, retain, and apply information from the broad field of child psychology, while offering balanced coverage of theory and application.   Through The Developing Child, 13e Helen Bee and Denise Boyd generate excitement about scientific inquiry by connecting research with applications. All integrated features within the text are designed to engage students and provide them with the support they need to understand, learn, and apply the material. Interactive resources like MyDevelopmentLab and MyVirtualChild offer students additional support and the ultimate hands-on learning experience. MyDevelopmentLab is an online homework, tutorial, and assessment program that truly engages students in learning. It helps students better prepare for class, quizzes, and exams—resulting in better performance in the course. It provides educators a dynamic set of tools for gauging individual and class performance.

Developing memory skills in the primary classroom a complete programme for all

Developing memory skills in the primary classroom : a complete programme for all

by Gill Davies

callnumbericon LB 1063 D38 2015       ED-61625

Language: English  

Publisher: London : Routledge, 2015

Summary:     How can we help children to develop their working memory? The memory demands in the classroom for children are high; they are constantly bombarded by new knowledge in multiple topic areas, given series of instructions to complete and expected to both learn and demonstrate their mastery of knowledge and skills on a daily basis. Developing Memory Skills in the Primary Classroom is a highly practical book that contains all the guidance and resources a school needs to boost their pupils' working memory. Proven to have a positive impact on pupils, this tried and tested complete programme combines teaching pupils memory strategies with opportunities to practice those strategies within a small group, the classroom and at home. The resources provided by this book include: * a variety of photocopiable games and activities * extensive teaching notes * a range of sample letters to parents/carers * essential information sheets * bespoke baseline assessment tools * a detailed programme that can be run by a teaching assistant under the guidance of the SENCo. This text provides a clear link between working in the classroom and with parents in the home, making it a one-stop resource for any teacher, SENCo, teaching assistant or parent wanting to help children develop their working memory.

Education and development

Education and development

by Roger M. Garrett

callnumbericon  LC 2605 E28 2011       ED-61628

Language: English  

Publisher: London : Routledge, 2011

Summary:     First published in 1984, this collection represents the combined contributions to an international conference held at the University of Bristol in April 1983. In assessing the complex relationship between education and development, it covers a wide range of countries in its appraisal and presents pictures both of optimism and pessimism. All, however, encourage the reader to re-examine long-held beliefs, and presents a new starting point for fresh discussion of this vital subject.

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