'This book reminds me that I became a fifth grade teacher because that time in a child's life is amazing and critical. This book should be required reading for every teacher, especially ones going into the upper elementary grade levels' -Tracy Pinnell, Fifth-Grade Teacher Sheppard Accelerated Elementary School, Santa Rosa, CA Help your upper elementary school students thrive and achieve! A positive educational experience in the upper elementary years sets the stage for a child's long-term success in school. With increased testing and accountability requirements, upper elementary teachers are…mehr
'This book reminds me that I became a fifth grade teacher because that time in a child's life is amazing and critical. This book should be required reading for every teacher, especially ones going into the upper elementary grade levels' -Tracy Pinnell, Fifth-Grade Teacher Sheppard Accelerated Elementary School, Santa Rosa, CA Help your upper elementary school students thrive and achieve! A positive educational experience in the upper elementary years sets the stage for a child's long-term success in school. With increased testing and accountability requirements, upper elementary teachers are challenged to help students master required content while responding to each child's unique needs and way of learning. This inspiring book presents a child-centered teaching approach for Grades 3-6, one that helps build students' sense of confidence, belonging, and accomplishment. Written by a passionate advocate for upper elementary students, this guide offers teachers detailed information about child development and effective teaching practices uniquely targeted for 8- to12-year-olds. Readers will find: A thorough look at how upper elementary children develop as learners, based on comprehensive research Teaching strategies and assessment techniques to help students master upper elementary curriculum A discussion of diversity issues, including race and ethnicity, gender, socio-economic background, language, and exceptionalities Informative case studies and firsthand insights from students, teachers, and administrators Gain the knowledge you need to grow professionally and serve your upper elementary students more effectively.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Christine Finnan holds a joint position as an associate professor in the Foundations, Secondary, and Special Education Department and the Anthropology Department at the College of Charleston in Charleston, SC. Prior to assuming this position, she was an associate professor in the Early Childhood, Elementary, and Middle Grades Department. In this capacity, she helped develop curriculum for a BS in elementary education, preparing graduates to work in second- to sixth-grade classrooms. Since 1990, Finnan has been involved in school reform initiatives, particularly the Accelerated Schools Project and more recently Partners for Acceleration. Using her anthropological lens, she examines the interplay between school and classroom culture and reform models. She works closely with teachers, observing in classrooms and providing professional development. Finnan coauthored Accelerating the Learning of All Children: Cultivating School, Classroom and Individual Change (Westview Press, 2000) with Julie D. Swanson and co-edited Accelerated Schools in Action: Lessons from the Field (Corwin Press, 1996) with Ed St. John, Jane McCarthy, and Simeon Slovacek and has published extensively in edited volumes and journals. Finnan's joint appointment reflects her academic training and scholarship. She became interested in studying education through her research on children's play and folklore. She completed a Master of Arts degree from University of Texas, Austin in anthropology and folklore. Her research focused on the study of third-grade children's spontaneous play. Finnan completed a PhD in education at Stanford University in 1980, focusing on anthropology and education. While at Stanford, she continued to study children's play, examining how Vietnamese refugee children used play to assimilate into a new culture.
Inhaltsangabe
Preface Purpose and Audience Background Organization of the Book Data Sources and Collection Acknowledgments About the Author 1. Why Focus on Upper Elementary Grades and Students? Upper Elementary Children and Grade Levels Defining Upper Elementary Teachers: Their Practice and the Profession Advocating for Upper Elementary Students 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 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 4. Individual Developmental Differences Individuals as Learners Variation in Cognition and Intelligence Variation in Motivation to Learn Variation in Expressions of Creativity Exceptional Variation Variation in Development of Self-Concept and Social Competency Physical Variation Summary 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 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 Summary 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 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 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 to Help Upper Elementary Children? Developmentally Appropriate Practice Professional Identity for Upper Elementary Teachers Advocacy References Index
Preface Purpose and Audience Background Organization of the Book Data Sources and Collection Acknowledgments About the Author 1. Why Focus on Upper Elementary Grades and Students? Upper Elementary Children and Grade Levels Defining Upper Elementary Teachers: Their Practice and the Profession Advocating for Upper Elementary Students 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 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 4. Individual Developmental Differences Individuals as Learners Variation in Cognition and Intelligence Variation in Motivation to Learn Variation in Expressions of Creativity Exceptional Variation Variation in Development of Self-Concept and Social Competency Physical Variation Summary 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 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 Summary 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 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 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 to Help Upper Elementary Children? Developmentally Appropriate Practice Professional Identity for Upper Elementary Teachers Advocacy References Index
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