Sandra J. Stone (USA Northern Arizona University), Kathleen G. Burriss (USA Middle Tennessee State University)

Understanding Multiage Education

• Broschiertes Buch

Produktbeschreibung

Presenting a compelling case for changing our system of education from a graded, curriculum-centered approach to a multiage, child-centered approach, Understanding Multiage Education is a comprehensive exploration of the philosophy and foundations of multiage education. Veteran educators Stone and Burriss examine the "why" of multiage education, exploring how multiage classrooms' structure, environment, strategies, and assessments unfold and complement the multiage philosophy and pedagogy. Delineating the differences between a standard and a mixed-age approach, each chapter features Inside Insights, short vignettes, case studies, examples of multiage in practice and discussion questions challenging readers to engage with the core concepts and examine how we might define success in a multiage classroom. Designed for graduate-level students of early childhood, elementary, and general education courses, as well as experienced practitioners, this is an essential guide for anyone interested in understanding the rationale, implementation, and benefits of multiage education.

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Produktdetails

• Verlag: Taylor & Francis Ltd
• Seitenzahl: 312
• Erscheinungstermin: 9. Mai 2019
• Englisch
• Abmessung: 229mm x 152mm x 17mm
• Gewicht: 456g
• ISBN-13: 9780367197780
• ISBN-10: 0367197782
• Artikelnr.: 56743490

Autorenporträt

Sandra J. Stone is Professor Emeritus and founder of the National Multiage Institute at Northern Arizona University, USA. Kathleen G. Burriss is Professor at Middle Tennessee State University, USA.

Inhaltsangabe

1. System: Graded or Multiage Education? Inside Insights 1.1: The Pedagogy
of Multiage Education 1.2: Montessori: A Different Path and Approach 2.
Benefits: Why Multiage Education? Inside Insights 2.1: A Multiage Family:
Diverse Community of Learners 2.2: Crisis in Creativity 3. Structure: Is It
a Multiage or Combination Class? Inside Insight 3.1: Specialists in
Multiage Schools: Experiences of Art Educators 4. Learning: Strategies
Versus Lesson Plans? Inside Insight 4.1: Young Social Scientists 5.
Learning: Goals Versus Objectives? Inside Insight 5.1: Multiage Inquiry
Science Project in Finland 6. Role of the Teacher: Facilitator or
Instructor? Inside Insight 6.1: Can We Build a Worm Center? 7. Curriculum:
Are Mixed-age Groupings Too Diverse to Teach Effectively? Inside Insight
7.1: Middle School Multiage Projects 8. Assessment: What Is Appropriate?
Inside Insight 8.1: Technology, Learning, and Community 9. Standards: Is
There a Conflict? Inside Insight 9.1: Neoliberal Thinking, Teachers'
Instruction, and Children's Learning 10. Self-Contained or Team Teaching?
Which Classroom Structure Is Best for Children? Inside Insight 10.1:
Bullying: Less Likely in a Multiage Setting 11. Mixed-age Grouping: Is It
Really Important? Inside Insights 11.1: The Value of Mixed-age Play 11:2:
Mixed-age Children Digging Holes Outside 12. Classroom Space: "Curriculum
Tasks" or "Learning Environment?" Inside Insights 12.1: Designing Spaces
for Children to Thrive 12.2: Let's Go Outdoors: A Learning Opportunity
12.3: Bilingual Projects in a Primary Multiage Classroom in Japan 13.
Defining Success: What Do We Really Want for Our Children? Inside Insight
13.1: Multiage Classrooms: Responsive and Inclusive Learning Communities
14. Change: Why Is It So Difficult? Inside Insight 14.1: The Long and
Winding Road to Multiage Classrooms Inside Insight 14.2: The Folly of
Homework: A Parent's View 15. Change: What Are the Possibilities? Inside
Insight 15.1: Beyond Measure 16. The Vision: The Future of Multiage
Education