At a time when the public, researchers, and policymakers are losing confidence in public schooling, this presentation of case studies of four schools offers solutions and concrete models of diverse ways in which excellence can be attained in middle-grade schools. Asking what "effectiveness" means for the young adolescent age group (a hitherto unexplored area in research literature), how effective schools come about, and how they achieve acceptance in their communities, Lipsitz identifies and examines successful middle-grade schools, noting that the major problem in schooling is meeting the massive individual differences in the development of early adolescents.

Teaching Literacy in Early and Middle Childhood provides pre-service and practicing teachers with effective strategies for teaching English Language Arts. Filled with suggestions that can immediately be put to use, the anthology focuses on supporting the successful implementation of English Language Arts standards. Featuring topics such as vocabulary instruction, teaching phonemic awareness, fostering comprehension, and the use of graphic organizers and visual strategies, each chapter of the book gives the reader a deeper understanding of specific literacy content. The readings are framed by original introductions and learning activities that support content comprehension. Readers who follow the suggested before, during, and after reading activities will benefit from complete immersion into the material. The second edition features updated chapter introductions and seven new readings that explore phonics and mediated word identification, various approaches to teaching reading comprehension, the benefits of assisted reading, building English language learners' academic vocabulary, and more. Teaching Literacy in Early and Middle Childhood combines practical and theoretically sound instruction strategies for literacy with learning activities for educators. Designed as a supplement for standard textbooks, the anthology is well-suited to courses in K-6 education, English instruction, and reading.

This volume systematically applies the accumulated knowledge of developmental psycholinguistics to the field of language instruction. The first part of the book draws together a wide range of theoretical material from developmental psycholinguistics. Furthermore, suggestions are made of how psycholinguistically based material can be graded in the various years of elementary school. The second part presents practical applications, maps out experimentation done in elementary schools, and analyzes the results obtained from a series of interviews and language tests. In closing, a summary is made of the volume's central topics relating to developmental psycholinguistic theory and teaching techniques.

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Volume V of ""The Handbook of Research in Middle Level Education"" highlights action research in middle grades education. As a method of inquiry, action research compels educators to take action and think reflectively about those actions in order to effect positive educational change (Mills, 2000). Teachers, administrators, university professors, and other professionals conduct action research in different ways to examine classroom practices and school issues. Educational action researchers initiate their inquiries in various contexts: alone, in small peer teams, or larger faculty groups (Zeichner, 2001). Using individual and collaborative approaches, educators gain insights into teaching and learning processes. As evidenced throughout this volume, action research in the middle grades occurs in a variety of configurations. This volume examines the dynamic ways that preservice and inservice teachers, school administrators, university faculty, and educational consortia use action research.

An Adventure with Childhood Obesity is an exciting storybook and guidebook pair, designed to help readers understand the physical, social and psychological effects of obesity on children and young people. Down Mount Kenya on a Tea Tray: Wesley had never thought much about his lifestyle or how he looked. He enjoyed eating his way through weekends in front of the telly with his mum. However, fate catapults him to a new life in East Africa and he is forced to face the negative impact that obesity is having on his life. When he rashly promises to climb Mount Kenya along with the rest of his class, an adventure in courage and determination begins ... An exciting and engaging story for children aged 8-12, this book explores some of the challenges faced by obese children. Supporting Childhood Obesity: Providing an easy-to-read introduction to childhood obesity, this guidebook is rooted in current theory, and takes a holistic approach to supporting obese children. Chapters explain the surprisingly complex causes of childhood obesity and highlight that children often have little control over the factors that may lead them to become obese. The physical and psychological consequences of obesity are explored and strategies suggested, ranging from individual and family support, to changes that need to be made at a societal level to tackle this significant public health issue.

An Adventure with Autism and Social Communication Difficulties is an exciting storybook and guidebook pair, designed to help readers understand the impact of social communication challenges on everyday life for children and young people. The Man-Eating Sofa: People often say that 'school is the best time of your life', but for Lara, school is loud and confusing. She much prefers watching James Bond films or building furniture in her dad's workshop. When the teachers in Lara's new school realise that she is autistic, they are able to help with strategies to make school more tolerable for her. An exciting and engaging story for children aged 8-12. This book explores some of the challenges faced by students who find social communication, sensory processing and regulation difficult. Supporting Autism and Social Communication Difficulties in Mainstream Schools: Created to help parents, teachers and practitioners support young people who find social communication challenging, this guidebook explores the educational, social and psychological impact of autism and social communication and interaction difficulties, as well as offering strategies to help educators recognise and support these issues in the school environment.

Young Children and the Arts: Nurturing Imagination and Creativity examines the place of the arts in the experiences of young and very young children at home and in out-of-home settings at school and in the community. There is great need for development of resources in the arts specifically designed to introduce babies and toddlers to participatory experiences in the visual arts, dance, music, and storytelling/theater. This book presents valuable guidelines for early childhood teachers, families, caregivers and community organizations. Young Children and the Arts presents a comprehensive approach to the arts that is aligned with early childhood developmentally appropriate practice and that combines an exploratory, materials-based approach with an aesthetic-education approach for children from birth to eight years of age. It addresses both how the arts are foundational to learning, and how teachers and parents can nurture young children's developing imagination and creativity. The models presented emphasize a participatory approach, introducing young children to the arts through activities that call for engagement, initiative and creative activity. Additionally, Young Children and the Arts addresses the intersection of early childhood education and the arts-at points of convergence, and at moments of tension. The role of families and communities in developing and promoting arts suffused experiences for and with young children are addressed. Young Children and the Arts examines the role of innovative arts policy in supporting a broad-based early arts program across the diverse settings in which young children and their families live, work, and learn.

The South African curriculum has experienced many changes since 1994. There was outcomes-based education (also known as Curriculum 2005), then the Revised National Curriculum Statements, followed by the National Curriculum Statements (NCS). In January 2012, Curriculum and Assessment Policy Statements (CAPS) were introduced to replace the NCS. All these changes have been confusing to the average teacher, with the assessment of the young learner being particularly challenging. Assessment in the Foundation Phase guides teachers and student teachers towards understanding assessment as a means for ensuring that learners have attained the necessary outcomes, and doing it effectively for optimal teaching and learning. Assessment in the Foundation Phase sets out recommended techniques and tools to assess learners' knowledge, skills, attitudes and values, and applies these to all subjects prescribed by CAPS. Its goal is to inspire teachers to prepare learners to meet the challenges of future learning through quality assessment and in so doing, support learners in gaining the capacity for lifelong learning. A chapter on e-assessment introduces a useful perspective on this burgeoning field. Assessment in the Foundation Phase is aimed at teachers and student teachers. Reda Davin was a senior lecturer and programme manager in BEd (ECD), PGCE (ECD) and Foundation Phase progammes for 31 years. She holds a DEd degree and MDiac in play therapy and is the Head of Department: Foundation Phase Teacher Training at AROS in Pretoria. She is the editor and co-author of four books on early childhood teaching. Mariana Naude is a lecturer in mathematics for undergraduate student teachers (Foundation Phase) at Aros in Pretoria She is the co-editor of various text books published by Van Schaik Publishers, including Teaching Foundation Phase mathematics: a guide for South African students and teachers and Teaching life skills in the Foundation Phase.

This delightful activity book, based on Molly Potter's bestselling title How Are You Feeling Today?, is filled with lively illustrations and engaging activities about dealing with a whole range of emotions, from excitement and happiness to shyness and jealousy.

We all have feelings; sometimes they feel comfortable and sometimes they feel uncomfortable. Can you sort them out and work out which emotion is which? And can you fill in a dot-to-dot boredom buster and draw a fluffy, smiling, happy monster? Use this book to explore how you are feeling and complete the activities with the colourful stickers!

With useful tips for parents and carers about delivering emotional literacy at the front of the book, this activity and sticker book will help children get to grips with their emotions on a daily basis.

"GUIDING YOUNG CHILDREN, Ninth Edition," is written for early childhood educators and others responsible for working with and guiding young children in daily activities. The ninth edition of this popular book takes a developmental approach--stressing the need to consider the child's developmental level when planning activities. It offers concrete suggestions on how to guide children as they are involved in specific activities, such as playing, eating, napping, etc. The authors strive to teach educators and caregivers to manage the environment so that children can manage themselves and thus gain independence. The textbook incorporates the issue of inclusion in every chapter, and covers how to manage children with especially challenging behaviors by taking a positive behavior approach to all. The book includes many suggestions for application assignments that will help the reader get to know individual children they will likely encounter on the job. Core concepts addressed include: principles of guidance, values, children's development, collaboration, strength-based approach to guidance, strategies, self-direction, personal care routines, play and learning, outdoor play, and coping with challenging behavior. The authors continue to take a positive behavior approach and show how caregivers can have a positive impact on all children and their self-esteem by building a warm, supportive relationship, setting realistic expectations, and expressing confidence in the children's ability to make good choices. The authors hope to encourage readers to think about the origins of their own values and beliefs as they encounter different ideas among colleagues and the families of children in their care. Written with many suggestions for application assignments that will help the reader get to know individual children, this is the best textbook on the market in which to prepare prospective teachers and caregivers with wherewithal, knowledge and skills necessary to guide young children in today's diverse classrooms.

What are the beliefs that influence your professional practice? Have you ever thought about why you make the decisions you make as a teacher? What influences your teaching style? Beyond the technical skills and knowledge aspects of education, teachers and student teachers face questions which challenge their beliefs and approaches to their teaching and learning. This book contains a series of short articles which not only offer guidance on key topics but encourage the reader to engage in reflecting on their own practice. Questions explored include: - Is learning through practical work worth the effort? - What can we learn from comparisons with education in other countries? - Is there a smarter way to use digital imagery in your teaching? - What's the point of theory? Isn't teaching just a craft?

Animals make learning the ABC's fun The amazing animal instructors are clever characters as they make use of items available and associated with them to create the ABC'S A to Z. From the ape using his favorite food bananas and turning them into the letter A to the zebra painting the letter Z similar to stripes. Come and join the rest of the animals to learn their letters of the alphabet. They are entertaining and full of surprises.

Very little is known about the quality of the learning experiences provided for pupils. This book contains the results of a major research project, conducted in a sample of English primary schools, in which particular attention was paid to the tasks children were assigned, to the degree of match between assigned tasks and pupil attainment, to the detailed observation of children at work. The teacher's problems in assigning work appropriate to children's attainments and the special problem of matching posed by the transfer of children from one class to another were also subjected to analysis. Lessons learned from the project were used as a basis for the design of an in-service course for teachers. The course, which was aimed at improving teachers' matching skills was closely evaluated. The report contains data and analysis pertinent to each of the above issues. The findings reveal that despite the conscientious efforts of able teachers a number of serious issues are apparent - particularly in areas such as classroom organization and teacher diagnosis of children's work.

In a sequence of observations of six children aged 5-11 in six different state schools this book offers a slice of classroom life, a microcosm of the educational scene. Since the book was first written there have been many changes in the curriculum, structure, governance and funding of British primary schools, as well as in the language used to describe these changes. But Observing Children in the Primary Classroom remains as valid now as earlier, as a lively and entertaining indicator of children's daily school experience. We see the reception class of an infants' school through the eyes of Mike, a lively five-year-old traveller boy. Six-year-old Rashda, a girl of Asian heritage, grapples with English as a Second Language at her multi-ethnic city school. Slow-learner David finds school life rather overpowering, despite receiving expert extra help. Lucy, eight, is a star in everything she does at her Roman Catholic school, while Lorraine, one year older, is cheerful but utterly bewildered. Finally, Peter, organises his work in an open-plan setting and makes some surprising choices.

This book, by closely recording and reflecting upon the work and play of a group of 9 to 11 year-old children in a primary classroom, develops an approach to teaching and learning which is based upon the ways in which children are able to exercise a controlling influence over their own learning activity. It also suggests the sharing and analysis of classroom experience should be part of a teacher 's day-to-day life. The material for the book was gathered during a year of classroom enquiry in which the author combined the roles of teacher and researcher, working alongside the normal class teacher in a primary school. Samples of the children 's work are carefully described and analysed in an attempt to get behind the overt behaviour of the children and reveal the purposes, concerns and thinking that underlies their activity.

Firmly based on the authors personal experience, this book tackles a wide range of issues relating to the teaching of the arts in the primary school. The authors illustrate how primary children of all ages can be educated to both know about and to practice all the major art forms, and how a school staff can effectively accommodate and practice them all, even within the constraints of the National Curriculum. This book is unique in primary school education terms, as its primary focus is specific and it embraces every major art form dance, drama, literature, music, visual arts and film.

This book sets out a clear and logical framework for the teaching of reading throughout different age groups, whereby systematic progression can be developed within a structured framework. A detailed set of recommendations are offered and are both illustrated and justified, for the teacher to examine and use. Much has been written about the importance of skilled and efficient reading and language usage in the early years of education, but all too few teachers are aware of the need for the development of reading skills in an ordered sequence with older children as well. Problems such as the motivation of the learner, the place of reading in a mass media age, the extent and classification of reading failure and the diagnosis of reading problems are examined, and the complexities of the linguistic background and of linguistic deprivation are covered thoroughly.

This is a study of the nature of the process whereby children go about the business of learning to read. The author relates her own practical teaching experience closely to studies in developmental psychology, and also considers the special needs of individual children. In all, the book provides an invaluable contribution to our understanding of the processes involved in learning to read, and it should be of interest not only to teachers, but also to parents of young children.