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Upper Elementary Years : Ensuring Success in Grades 3-6.
Offering a child-centered approach for teaching 8- to 12-year-olds, this detailed resource discusses child development, instruction and assessment, and professional growth and advocacy.
| Autor principal: | |
|---|---|
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Thousand Oaks :
SAGE Publications,
2008.
|
| Acceso en línea: | Texto completo |
MARC
| LEADER | 00000cam a2200000Mi 4500 | ||
|---|---|---|---|
| 001 | EBOOKCENTRAL_ocn939262943 | ||
| 003 | OCoLC | ||
| 005 | 20240329122006.0 | ||
| 006 | m o d | ||
| 007 | cr |n||||||||| | ||
| 008 | 160213s2008 xx o 000 0 eng d | ||
| 040 | |a EBLCP |b eng |e pn |c EBLCP |d OCLCQ |d AU@ |d OCLCQ |d OCLCL | ||
| 020 | |a 9781412940993 | ||
| 020 | |a 1412940990 | ||
| 029 | 1 | |a AU@ |b 000062375215 | |
| 035 | |a (OCoLC)939262943 | ||
| 082 | 0 | 4 | |a 372.24/20973 |q OCoLC |2 22/eng/20230216 |
| 049 | |a UAMI | ||
| 100 | 1 | |a Finnan, Christine R. | |
| 245 | 1 | 0 | |a Upper Elementary Years : |b Ensuring Success in Grades 3-6. |
| 260 | |a Thousand Oaks : |b SAGE Publications, |c 2008. | ||
| 300 | |a 1 online resource (233 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 588 | 0 | |a Print version record. | |
| 520 | |a Offering a child-centered approach for teaching 8- to 12-year-olds, this detailed resource discusses child development, instruction and assessment, and professional growth and advocacy. | ||
| 505 | 0 | |a Cover -- Contents -- Preface -- Purpose and Audience -- Background -- Organization of the Book -- Data Sources and Collection -- Acknowledgments -- Publisher's Acknowledgments -- About the Author -- Chapter 1 -- Why Focus on Upper Elementary Grades and Students? -- Upper Elementary Children and Grade Levels -- Defining Upper Elementary Teachers: Their Practice and the Profession -- Developmentally Appropriate Practice -- Professional Support -- Advocating for Upper Elementary Students -- Chapter 2 -- Development of 8- to 12-Year-Old Children -- Development as Learners -- Cognitive Development -- Language Development -- Development as Individuals and Members of Society -- Development of Sense of Self -- Autonomy and Relatedness -- Doing What is Right -- Physical Development -- Refining the Broad Strokes of Generalizations -- Chapter 3 -- Children as Members of Groups -- Situating Group Differences: Biological, Cultural, and Societal Influences -- Biological Influences -- Cultural Influences -- Social, Historical, and Economic Influences -- Ethnic and Racial Group Affiliation -- Race and Ethnicity: Relation to Achievement -- Race and Ethnicity: Relation to Social Development -- Socioeconomic Group Affiliation -- Socioeconomic Influences on Achievement -- Socioeconomic Influences on Social Development -- English-Language Learners -- English-Language Learners and Achievement -- English-Language Learners and Social Development -- Gender Affiliation -- Gender and Academic Achievement -- Gender and Social Development -- Gender and Physical Development -- Exceptional Learners -- Achievement of Exceptional Learners -- Social Development of Exceptional Children -- The Holistic Child: Mixing Group Identities -- Chapter 4 -- Individual Developmental Differences -- Individuals as Learners -- Variation in Cognition and Intelligence. | |
| 505 | 8 | |a Variation in Motivation to Learn -- Variation in Expressions of Creativity -- Exceptional Variation -- Variation in Development of Self-Concept and Social Competency -- Physical Variation -- Summary -- Chapter 5 -- Children's Lives Outside of School -- The Multiple Contexts of Children's Lives -- Family and Home -- Friends and Peers -- Neighborhood and Community -- Other Important Contexts -- How Children Spend Time Outside of School -- Adult-Organized, Sponsored, or Supervised Activities -- Child-Driven Activities -- Summary -- Chapter 6 -- The School Environment: Supporting Accomplishment, Belonging, and Engagement -- School Role in Developing a Sense of Accomplishment -- Defining and Measuring Accomplishment -- Adult Expectations for Accomplishment -- Student Expectations for Accomplishment -- School Role in Developing a Sense of Belonging -- Inviting Spaces and Warm Adult Relations -- Belonging within the Peer Network -- Extending the Sense of Belonging to Family -- Extending Belonging to the Community -- School Role in Engaging Students Academically, Socially, and Physically -- Academic Engagement -- Social Engagement -- Physical Engagement -- School Culture, Organizational Structures, Policies, and Procedures -- School Culture -- School Organization, Policies, Procedures, and Resources -- Summary -- Chapter 7 -- The Classroom Environment: Supporting Accomplishment, Belonging, and Engagement -- Classroom Role in Developing a Sense of Accomplishment -- Academic Accomplishment -- Social Accomplishment -- Physical Accomplishment -- Classroom Role in Developing a Sense of Belonging -- Belonging in a Community -- Joy and Cooperation -- Democracy and Equity -- Care and Nurture -- Extending Community to Others -- Classroom Role in Developing a Sense of Engagement -- Academic Engagement -- Social Engagement -- Physical Engagement -- Summary. | |
| 505 | 8 | |a Chapter 8 -- Teaching and Learning -- Important Knowledge -- Addressing What Students are Expected to Know -- Addressing Student Interest and Knowledge -- Using Knowledge to Meet Student Needs for Accomplishment, Belonging, and Engagement -- Selecting or Designing Appropriate Assessments -- Assessing Acquisition of Desired Knowledge -- Assessing Students' Prior Knowledge and Knowledge Assimilation -- Using Assessment to Meet Diverse Students' Needs for Accomplishment, Belonging, and Engagement -- Delivering Instruction -- Teaching the Content -- Teaching the Students -- Using Instruction to Meet Diverse Students' Needs for Accomplishment, Belonging, and Engagement -- Importance of Aligning Content, Instruction, and Assessment -- Putting the Pieces Together -- Issues Surrounding Teaching and Learning -- Aligning Content, Assessment, and Instruction to Promote Accomplishment, Belonging, and Engagement -- Chapter 9 -- Supporting Upper Elementary Students: Developmentally Appropriate Practice, Professionalism, and Advocacy -- A Framework of Upper Elementary Developmentally Appropriate Practice -- Actions of Students -- Actions of Teachers -- Characteristics of the Classroom Environment -- Characteristics of the Teaching and Learning Process -- Professional Identity -- Becoming Upper Elementary Teachers -- Supporting Upper Elementary Teachers in the Profession -- National Board Middle Childhood/Generalist Certification -- Advocating for Upper Elementary Children -- Compiling and Encouraging Research on Upper Elementary Children and Teaching -- Examining Policies and Practices -- What Can You Do for Upper Elementary Children? -- Developmentally Appropriate Practice -- Professional Identity for Upper Elementary Teachers -- Advocacy -- References -- Index. | |
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 758 | |i has work: |a The upper elementary years (Text) |1 https://id.oclc.org/worldcat/entity/E39PCFwXtdRDF8tRP8FCtBxpbm |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Finnan, Christine R. |t Upper Elementary Years : Ensuring Success in Grades 3-6. |d Thousand Oaks : SAGE Publications, ©2008 |z 9781412940993 |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=1994111 |z Texto completo |
| 938 | |a ProQuest Ebook Central |b EBLB |n EBL1994111 | ||
| 994 | |a 92 |b IZTAP | ||