Creating Nongraded K-3 Classrooms

Teachers' Stories and Lessons Learned

By: Ric A. Hovda, Diane W. Kyle, Ellen McIntyre

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Hardcover | 30 April 1996

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Many schools in the United States are considering moving from traditional, skill-based instruction to child-centred instruction in nongraded, primary classrooms. This book describes nongraded, primary programmes that illustrate developmentally appropriate practices for teaching young children. Seven critical attributes to these programmes are examined including multiage//multiability grouping, professional teamwork, positive parental involvement and authentic assessment.

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You Can Find This Book In

Non-Fiction Education Schools & Pre-Schools Primary Schools General Study & Learning Skills

Reforming the Education of Young Children
Reform as A Personal Journey
We Are Here
Team Teaching
A Journey of Professional Bonding and Reflective Practice
Sea of Changes
Finding Sunken Treasures in Shark-Infested Waters
Authentic Assessment and Continuous Programs
Assessment in a Nongraded Primary Program
Discovering Children's Voices and Talents
'Let the Wild Rumpus Start!'
The Story of One Multi-Age/Multi-Ability Classroom
Multi-Age, Multi-Abilities
An Inclusive Primary Program
Learning to Assess
Teachers, Students, and Parents Together
Challenges of Making Transitions
Facing the Seven Critical Attributes
From Philosophy to Practice
A Continuous Struggle for Excellence
What About the Skills? Shouldn't I Be Teaching Them?
Reform as A Shared Behavior
What a Difference a Year Makes
A Principal's Perspective for Educational Reform
Partnerships for Learners
Lessons on Creating Nongraded Primary Programs or Implementing Other Systemic Changes
Professional Development Possibilities
Table of Contents provided by Ingram. All Rights Reserved.

Creating Nongraded K-3 Classrooms

Teachers' Stories and Lessons Learned

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How to return your order

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