- Aug., 1993), pp. 21-39 Published by: INFORMS Stable URL: http://www.jstor.org/stable/25061770 . Accessed: 11/03/2013 16:51 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive.
45-62 Published by: FSR, Inc. Stable URL: http://www.jstor.org/stable/25002375 . Accessed: 21/03/2013 20:03 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive.
Books (010) Reports Descriptive (141) MF01/PC06 Plus Postage. Classroom Techniques; Cognitive Style; Elementary Education; *Language Arts; Language Experience Approach; *Literacy; Multiple Intelligences; *Student Centered Curriculum; *Theory Practice Relationship *Collaborative Inquiry; Critical Pedagogy; *Meaning Construction ABSTRACT This book is based on the belief that learners who are making meaning draw simultaneously on different dimensions of knowing--different forms of expression, different kinds of ideas, and different cultural frameworks. When honored and recognized in the classroom these differences create a richer way to explore the path to knowledge, according to the book. By stressing that literacy develops across sign systems that can include art, music, and movement, in addition to language, the book encourages "artful" teaching and learning. It argues, in fact, that those most challenged by traditional curriculum will find with this approach the encouragement to shine.
It includes: - Chapters examining the ways in which textbooks present the four basic skills of reading, writing, listening, and speaking. - Examples from a wide range of textbooks accompanied by detailed lesson plans which show you how to adapt any material to suit your students. - Suggestions for general techniques and activities which you can use to supplement your textbook and improve the quality of your daily teaching. - Helpful summaries at the end of chapters for quick reference. - Questions and activities which will help you to use new ideas successfully in your own classroom with your own students.
O. and Popoola, S. 2011, Teaching Effectiveness, Availability, Accessibility, and Use of Library and Information Resources Among Teaching Staff of Schools of Nursing in Osun and Oyo State, Nigeria. Holden, S, 2010, Professional Learning That Informs Classroom Practice: That’s a Good Idea, Teacher, p.12-14. Lim, C. P., Teo, Y. H., Wong, P., Khine, M. S., Chai, C. S. and Divaharan, S. 2003, Creating a conducive learning environment for the effective integration of ICT: Classroom management issues. Journal of Interactive Learning Research, 14 (4), p.1. Mclaughlin, M. 2010, A Tale of two schools.
The College at Brockport: State University of New York Digital Commons @Brockport Counselor Education Master's Theses Counselor Education 1-1-2010 The Influence of Social Networking Participation on Student Academic Performance Across Gender Lines Kaitlyn Flad The College at Brockport Follow this and additional works at: http://digitalcommons.brockport.edu/edc_theses Part of the Student Counseling and Personnel Services Commons Recommended Citation Flad, Kaitlyn, "The Influence of Social Networking Participation on Student Academic Performance Across Gender Lines" (2010). Counselor Education Master's Theses. Paper 31. This Thesis is brought to you for free and open access by the Counselor Education at Digital Commons @Brockport. It has been accepted for inclusion in Counselor Education Master's Theses by an authorized administrator of Digital Commons @Brockport.
Retrieved on August 21st. 2011 from http://www.redcross.org/ Wikipedia, the free encyclopedia. American Red Cross. Retrieved on August 21st, 2011 from http://en.wikipedia.org/wiki/American_Red_Cross Communicating in Small Groups. Author: Steven A. Beebe, John T. Masterson copyright 2009 Pearson Education.
2200 words This assignment will begin with a brief understanding of how reflective practice can be used to benefit teaching and learning, if indeed it does at all. It will then progress through reflections on both personal and professional growth, recounting my learning journey by reference to my placement in a Teach First school. My reflections will focus on proactive measures to classroom behaviour in order to improve my classroom management. The introduction of the concept of 'reflective practice' by Donald Schon (1987), was based on the assumption that acquiring skills associated with reflective practice should lead student teachers toward becoming more effective practitioners (Burn et al, 2003). Many authors (Kolb, 1984; Evans, 1991; Ferraro, 2000) have provided their varying opinions about the meaning of the term.
How are these strategies implemented in my Teaching Practice School? 4. Are these strategies successful? In investigating the above I hope to discover the benefits plus the ‘what’s’ and the ‘how’s’ of well practised Positive Classroom Management (PCM). Through this study I hope to be able to adapt my learning of PCM into a practical understanding and use it as a tool to create a teaching environment conducive to focused and engaged learning.
THE FIRST YEAR EXPERIENCE 2 FIRST YEAR EXPERIENCE AND ENGAGEMENT Ensuring that students keep engaged in their studies throughout university is obviously a high priority for educators in higher education. The First Year Experience (FYE) has drawn much attention in the late 20th century and early 21st century (McInnis, 2000). Therefore it is imperative that educators of FYE students acquire appropriate knowledge and develop sufficient skills to assess students early in their studies (Wilson, 2003). This Literature Review describes the FYE with special attention to aspects that trigger discontentment. Subsequent research will then recommend several key mechanisms that educators of FYE students should put in place to combat attrition levels.