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FirstSchool is a groundbreaking framework for teaching minority and
low-income children. This work discusses the research and practice
to date that defines "FirstSchool" as a critical approach to
closing the achievement and opportunity gaps. Changing the
conversation from improving test scores to improving school
experiences, it features lessons learned from eight elementary
schools whose leadership and staff implemented sustainable changes
in their classrooms and schools. The authors detail how to use
education research and data to provide a rationale for change; how
to promote professional learning that is genuinely collaborative
and respectful; and how to employ developmentally appropriate
teaching strategies that focus on the needs of minority and
low-income children. Book Features: Case studies illustrating
developmentally appropriate practices that can be applied across
varied PreK-3 contexts. Key principles used by FirstSchool and its
partners to reinvigorate the professionalism of teachers. Concrete
guidance for choosing and using relevant data, enriching the
curriculum, improving instruction, and developing home-school
partnerships.
The authors draw on their experiences as a developmental
psychologist and as a teacher educator to provide ways for teachers
to create positive child-teacher relationships and classroom
climates. This forward-looking volume applies attachment theory to
child-teacher relationships...explores strategies that teachers can
use to foster positive student behavior...provides narrative
examples from early childhood classrooms serving primarily
low-income children of color...and uses stories from exemplary
classrooms as well as those in which teachers are struggling with
relationships.
Hands On, Minds On describes the importance of children's
foundational cognitive skills for academic achievement in literacy
and mathematics, as well as their connections with other areas of
school readiness, including physical health and social and
emotional development. It also examines the growing evidence in
favor of guided object play.
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