The Upper Elementary Years

Preface Purpose and Audience Background Organization of the Book Data Sources and Collection Acknowledgments About the Author 1. Why Focus on Upper Elementary Grades and Students? Upper Elementary Children and Grade Levels Defining Upper Elementary Teachers: Their Practice and the Profession Advocating for Upper Elementary Students 2. Development of 8- to 12-Year-Old Children Development as Learners Cognitive Development Language Development Development as Individuals and Members of Society Development of Sense of Self Autonomy and Relatedness Doing What Is Right Physical Development Refining the Broad Strokes of Generalizations 3. Children as Members of Groups Situating Group Differences: Biological, Cultural, and Societal Influences Biological Influences Cultural Influences Social, Historical, and Economic Influences Ethnic and Racial Group Affiliation Race and Ethnicity: Relation to Achievement Race and Ethnicity: Relation to Social Development Socioeconomic Group Affiliation Socioeconomic Influences on Achievement Socioeconomic Influences on Social Development English-Language Learners English-Language Learners and Achievement English-Language Learners and Social Development Gender Affiliation Gender and Academic Achievement Gender and Social Development Gender and Physical Development Exceptional Learners Achievement of Exceptional Learners Social Development of Exceptional Children The Holistic Child: Mixing Group Identities 4. Individual Developmental Differences Individuals as Learners Variation in Cognition and Intelligence Variation in Motivation to Learn Variation in Expressions of Creativity Exceptional Variation Variation in Development of Self-Concept and Social Competency Physical Variation Summary 5. Children's Lives Outside of School The Multiple Contexts of Children's Lives Family and Home Friends and Peers Neighborhood and Community Other Important Contexts How Children Spend Time Outside of School Adult-Organized, Sponsored, or Supervised Activities Child-Driven Activities Summary 6. The School Environment: Supporting Accomplishment, Belonging, and Engagement School Role in Developing a Sense of Accomplishment Defining and Measuring Accomplishment Adult Expectations for Accomplishment Student Expectations for Accomplishment School Role in Developing a Sense of Belonging Inviting Spaces and Warm Adult Relations Belonging Within the Peer Network Extending the Sense of Belonging to Family Extending Belonging to the Community School Role in Engaging Students Academically, Socially, and Physically Academic Engagement Social Engagement Physical Engagement School Culture, Organizational Structures, Policies, and Procedures Summary 7. The Classroom Environment: Supporting Accomplishment, Belonging, and Engagement Classroom Role in Developing a Sense of Accomplishment Academic Accomplishment Social Accomplishment Physical Accomplishment Classroom Role in Developing a Sense of Belonging Belonging in a Community Joy and Cooperation Democracy and Equity Care and Nurture Extending Community to Others Classroom Role in Developing a Sense of Engagement Academic Engagement Social Engagement Physical Engagement Summary 8. Teaching and Learning Important Knowledge Addressing What Students Are Expected to Know Addressing Student Interest and Knowledge Using Knowledge to Meet Student Needs for Accomplishment, Belonging, and Engagement Selecting or Designing Appropriate Assessments Assessing Acquisition of Desired Knowledge Assessing Students' Prior Knowledge and Knowledge Assimilation Using Assessment to Meet Diverse Students' Needs for Accomplishment, Belonging, and Engagement Delivering Instruction Teaching the Content Teaching the Students Using Instruction to Meet Diverse Students' Needs for Accomplishment, Belonging, and Engagement Importance of Aligning Content, Instruction, and Assessment Putting the Pieces Together Issues Surrounding Teaching and Learning Aligning Content, Assessment, and Instruction to Promote Accomplishment, Belonging, and Engagement 9. Supporting Upper Elementary Students: Developmentally Appropriate Practice, Professionalism, and Advocacy A Framework of Upper Elementary Developmentally Appropriate Practice Actions of Students Actions of Teachers Characteristics of the Classroom Environment Characteristics of the Teaching and Learning Process Professional Identity Becoming Upper Elementary Teachers Supporting Upper Elementary Teachers in the Profession National Board Middle Childhood / Generalist Certification Advocating for Upper Elementary Children Compiling and Encouraging Research on Upper Elementary Children and Teaching Examining Policies and Practices What Can You Do to Help Upper Elementary Children? Developmentally Appropriate Practice Professional Identity for Upper Elementary Teachers Advocacy References Index