Language: English

Published: Lanham, Maryland: Rowman and Littlefield Publishers, 2021

ISBN: 978-1-4758-5635-4

Abstract/Notes: This document is a guide for small school districts that are interested in using a nongraded arrangement at the elementary school level. Nongrading recognizes that children learn at different rates and in different ways and allows them to progress as individuals rather than classes. A 4-year phase-in approach eases implementation of the nongraded system. After the phase-in period, one additional grade level should be added each year until grades K-6 are completely covered. A school-based team reviews and places students by considering the students' mental, physical, emotional, educational, and social development. Teams of two or more teachers assume responsibility for groups of learners through cooperative planning, instruction, grouping and regrouping, and student evaluation. The continuous progress approached promotes mainstreaming of exceptional students allowing teachers of special programs to serve as consulting teachers or tutors. Gifted students work at the level that best

Language: English

Published: Austin, Texas, Jun 1991

Abstract/Notes: This guide provides conceptual as well as practical information for meeting the needs of all learners in heterogeneous classrooms. The first six sections discuss the growing heterogeneity in today's classrooms, the rationale for differentiated teaching and learning, the changing roles of teachers and students, the importance of creating classroom communities that nurture diversity, helpful ideas for organizing a classroom in which differentiated teaching and learning is practiced, and a step-by-step process for differentiation. The seventh section provides many examples of how to differentiate teaching and learning in four areas: (1) what students learn; (2) how students learn; (3) how students integrate and demonstrate what they have learned; and (4) how students and teachers utilize assessment throughout the learning process. Sections 8 and 9 include an in-depth look at actual classrooms through case studies. The first case study describes how two multi-age elementary classrooms

Language: English

Published: Minneapolis, Minnesota, 1997

Abstract/Notes: Noting that there is more to grouping readers than the traditional grouping by ability, this book describes a variety of grouping patterns and ways to implement them throughout the elementary grades. It notes that flexible grouping allows teachers to address diverse classrooms with diverse needs and examines research on grouping practices in reading programs. It includes stories of teachers who have implemented flexible grouping in their reading programs, and discusses the advantages and disadvantages of each pattern. After an introduction, the chapters are: (1) Grouping Patterns in Reading Instruction: What Research Tells Us; (2) Whole Group Instruction: One Text For All Readers; (3) Flexible Small Group Instruction: Different Books and Different Purposes for Different Groups; (4) Individualized Reading Programs: Different Books for Each Reader; (5) Cooperative Grouping: Mixed Groups for a Common Purpose; (6) Paired Grouping: Partners for Many Purposes; (7) Wee Readers: Reading

Language: English

Published: Portsmouth, New Hampshire: Heinemann, 2002

ISBN: 0-325-00437-4

Language: Italian

Published: Napoli: Liguori, 1984

Edition: 1st ed.

ISBN: 88-207-1325-X 978-88-207-1325-6

Series: Studi sull'educazione , 11

Language: Italian

Language: German

Published: Dortmund, Germany: Verlag Modernes Lernen, 2003

Edition: 3rd ed.

ISBN: 3-8080-0539-4 978-3-8080-0539-2

Language: German

Published: Dortmund, Germany: Verlag Modernes Lernen, 2011

Edition: 5th ed.

ISBN: 3-8080-0539-4 978-3-8080-0539-2

Abstract/Notes: Herman Hertzberger designs schools to function like cities. Schools and cities, he contends, can be read in many ways and are challenging, inspirational and inviting. School is where you can withdraw and adopt a position with respect to others, where you learn to take a place in society. Besides a presentation of Hertzberger's 30-plus built schools and a number of unbuilt ones, the sociologist Abram de Swaan addresses Hertzberger's work in an essay, discussing how school architecture impacts the social development of children. De Swaan pays tribute to Hertzberger as a pre-eminently 'sociological' architect. Includes details related to various Montessori schools projects: De Jordaan (Amsterdam); De Eilanden (Amsterdam); Montessori College Oost (Amsterdam); Delft Montessori School (Delft, Netherlands); De Eilanden (Amdsterdam, unrealized).

Language: Dutch, English

Published: Rotterdam, The Netherlands: 010 Publishers, 2009

ISBN: 978-90-6450-646-8

Abstract/Notes: Corso magistrale Montessori febbraio-agosto 1926.

Language: Italian

Published: Milano: Casa editrice d'Arte Bestetti e Tumminelli, 1926