Author: Katja N. Andersen
Editor: Kallmeyer
Author: Carol Ann Tomlinson
Editor: Cheneliere
Author: Carol Ann Tomlinson
Editor: Prentice Hall
Product Description
For education courses in Educational Psychology, Advanced Educational Psychology, Differentiated Instruction, Inclusion/Mainstreaming, Mild/Moderate Disabilities Methods, or General Methods (K-12). In this brief Merrill/ASCD text, the leading authority on differentiation explains the most effective classroom-proven approaches for teachers to use in order to meet the instructional needs of every learner in any grade level. The author introduces vivid classroom examples of real teachers using differentiated instruction to effectively show readers what, how and why to differentiate instruction.
Author: Hartmut von Hentig
Editor: Hanser
Author: Jacques Rancière
Editor: 10 X 18
Author: Gianni Rodari
Editor: Rue du Monde
Author: Desmet Pourtois
Editor: Presses Universitaires de France (PUF)
Author: Jean-Pierre Pourtois, Huguette Desmet
Editor: Presses Universitaires de France - PUF
Author: Collectif
Editor: Chronique Sociale
Author: Gérard De Vecchi, Michelle Rondeau-Revelle
Editor: Delagrave
Author: Alfie Kohn
Editor: Heinemann
Product Description
Kohn's central message is that standardized tests are "not a force of nature but a force of politicsand political decisions can be questioned, challenged, and ultimately reversed."
Author: Brunhild Landwehr, Corinna M. Dartenne, Elisabeth Schwabe-Ruck
Editor: Auer
Author: Silke Ruwisch, Susanne Schaffrath
Editor: Auer
Author: Christa Erichson
Editor: Auer
Author: Gérard De Vecchi, Nicole Carmona-Magnaldi
Editor: Hachette Education
Author: Gérard De Vecchi
Editor: Delagrave
Author: Ludger Wössmann
Editor: Zabert Sandmann GmbH, Verlag
Author: Müller Gerhard N., Heinz Steinbring, Erich Ch. Wittmann
Editor: Kallmeyer
Author: Yves Béal, Frédérique Maiaux
Editor: Delagrave
Author: Jean-Charles Pettier, Véronique Lefranc
Editor: Delagrave
Author: Gérard De Vecchi
Editor: Delagrave
Author: Johanna Schwarz, Karin Volkwein, Felix Winter
Editor: Kallmeyer
Author: Ueli Hirt, Beat Wälti
Editor: Kallmeyer
Author: Jean Baudet
Editor: Vuibert
Author: Marvin Hoffman
Editor: Teachers College Press
Product Description
In this new volume in the Between Teacher and Text Series, Marvin Hoffman provides a contemporary interpretation of a classic text for education reformers around the world. Published in 1967, Letter to a Teacher by the Schoolboys of Barbiana was a searing indictment of class bias in Italian schools. When the English translation was released in 1970, its ideas about education and socioeconomic class influenced an entire generation of American educators. Featuring most of the original text coupled with Hoffman s insightful commentary, You Won t Remember Me provides an alternative vision of how today s public schools can provide a quality education for all children. Alongside the enduring voices of the Schoolboys of Barbiana, Hoffman addresses the purposes of education, the insidious effects of race and class, and what can and should be done to help students rise above social impediments to learning.
Author: Herbert R. Kohl
Editor: Harper Paperbacks
Product Description
Herbert Kohl, one of America's most influential and provocative educators, believes that the only way to persist and to grow as a teacher is to commit oneself to the development of the child rather than to the regimented training of the pupil. His book is a lively, personal testament of one teacher's efforts to cultivate the natural vitality of the learning process; it is also a wondefully concrete and practical guide full of stories of individual students and how they were helped to grow through learning.
Author: Gordon Wells
Editor: Cambridge University Press
Product Description
For more than a quarter century, the polemics surrounding educational reform have centered on two points of view: those that favor a "progressive" child-centered form of education, and those that would prefer a return to a more structured, teacher-directed curriculum that emphasizes basic knowledge and skills. Vygotsky's social constructivist theory offers an alternative solution, placing stress on coconstruction of knowledge by more and less mature participants engaging in joint activity. This theory offers semiotic mediation as the primary means of obtaining knowledge, whereby the less mature participants can seek solutions to everyday problems by using resources existing in society. In addition to using illustrative examples from classroom studies, this book provides a comparative analysis of the theories and complementary developments in works by Vygotsky and the linguist M.A.K. Halliday. This unique volume will be of tremendous benefit to researchers in the fields of education, sociolinguistics, and psychology.
Author: Klaus Rödler
Editor: Kallmeyer
Author:
Editor: Klinkhardt