Showing papers on "Primary education published in 1979"

Entry into early adolescence: the impact of school structure, puberty, and early dating on self-esteem.

Abstract: The purpose of this study is to examine the impact of the movement into early adolescence upon the self-esteem of children. Which children are most vulnerable to this role-transition and what is the effect of changes in school environment, pubertal development, and social behavior'? With repeated survey interviews and nurses' measurements, 798 school children were followed from sixth into seventh grade in two different types of school systems. Findings indicate that, in seventh grade, white adolescent girls who have entered the new environment of junior high school appear to be at a disadvantage in comparison both to boys in general and to girls who do not have to change schools. Among the girls, the ones with lowest self-esteem appear to be those who have recently experienced multiple changes, that is, who have changed schools, have reached puberty, and who have also started to "date." Among boys, in contrast, early pubertal development is an advantage for self-esteem. These data thus demonstrate the way in which coping with a major role transition can be significantly affected by environmental context, level of biological development, and social behavior.

Curriculum Development: A Guide to Practice

Abstract: I. THE CHANGING NATURE OF CURRICULUM. 1. Curriculum in an Age of Technology. 2. Curriculum in the New Era. II. THE ESSENTIAL ELEMENTS OF CURRICULUM. 3. The Role of Philosophy in Curriculum Planning. 4. Basic Tasks of Curriculum Development. 5. Curriculum Management Planning. III. INSTRUCTIONAL CONCERNS. 6. Instruction in a Technological Era. 7. Elementary School Programs and Issues. 8. Middle School Programs and Issues. 9. Secondary School Programs and Issues. 10. Curriculum Design Alternatives. Appendices. Glossary. Index.

Teacher Effectiveness in the Elementary school

Abstract: The purpose of this paper is to present tenable conclusions from recent process-product studies. Space limitations prohibit an exhaustive review of extant literature on teacher effectiveness. There are several reviews available for the interested reader (Dunkin & Biddle, 1974; Heath & Nielson, 1974; Rosenshine, 1971, 1976; Gage, 1978; Medley, 1977). Some review works have attempted to clarify the consistency of individual

Routines in teacher planning

Abstract: (1979). Routines in teacher planning. Theory Into Practice: Vol. 18, The Complex Classrooms: A Research Focus, pp. 163-169.

The Attitudes of Elementary School Children toward School and Subject Matters.

Abstract: Research on attitudes of students toward school and subject matters has been limited by a lack of suitable instrumentation, among other problems. The present study was designed to ascertain the attitudes of elementary school students toward school and seven subject matter areas as a function of grade level and sex. Approximately 3,000 students were administered a non-verbal attitude inventory. Results indicated a sizable decline in attitudes toward school as a function of grade level, extremely low attitudes toward social studies, a sizable decline in attitudes between grades six and grades seven and eight in most areas measured, and predictable boy-girl differences, the most serious of which indicates that attitudes toward school decline more drastically for boys than for girls.

A Sentence Verification Technique for Measuring Reading Comprehension.

Abstract: Two studies are reported which assess whether a sentence verification technique for measuring reading comprehension is sensitive to reading difficulty of text. Fifth and sixth grade students and fourth and sixth grade students read text passages two grade levels below reading level, at reading level, and two grades above reading level, and then responded to original, paraphrase, meaning change, or distractor sentences. Analysis of proportion correct and d' scores indicated that the technique was sensitive to text difficulty. A cumber of possible uses and advantages of the sentence verification technique are discussed.

Introduction to the foundations of American education

Abstract: I. THE EDUCATION PROFESSION. 1. A Teaching Career. Today's Teachers. The Importance of Teachers to Society. The Public View of Teachers and Schools. Who Teaches? Teachers Needed. Teaching as a Profession. Characteristics of a Profession. Professional Responsibilities Reflecting on One's Practice. Challenges Affecting Teachers. Salaries. Working Conditions. Beginning and Continuing a Teaching Career. Becoming Licensed. Searching for a Teaching Position. Remaining a Teacher. II. SOCIOLOGICAL FOUNCATIONS OF EDUCATION. 2. Diversity in Society. Culture and Society. Diversity and Education. Socioeconomic Status. Ethnicity and Race. Language. Gender. Exceptionalities. Religion. Geography. 3. Social Challenges in Schools. Power in Society. Ethnocentrism. Prejudice and Discrimination. Today's Families. Parenting. Latchkey Kids. Homelessness. Abuse. Today's Youth. Who Is This Generation? Challenges of Youth Culture. Democracy and Education. Roles of Schools. Purposes of Schools. Whose Schools? Democratic Schools. 4. Education That Is Multicultural. Undergirding Tenets. Diversity. Social Justice. Equality. Culture of the School. Traditions. Hidden Curriculum. Culturally Relevant Teaching. Building on Cultural Context. Centering the Cultures of Students. Validating Student Voices. Challenges in Multicultural Classrooms. Technology and Equity. Gender-Sensitive Education. Education for Language Diversity. Teachers as Social Activists. Thinking Critically. Modeling Equity in the Classroom. Teaching for Social Justice. III. GOVERNANCE AND SUPPORT OF AMERICAN EDUCATION. 5. Organizing and Paying for American Education. The Structure of the American Education System. Organization of Schools. Organization of the School District. Organization of Education at the State Level. The Federal Government's Role in Education. School Choice: Increasing Options along with Uncertain Outcomes. Politics in Education. Issues Related to Organization and Structure. Financing Education: Sources of Funds and the Move from Equity to Adequacy. A System of Taxation and Support for Schools. Education Spending. Accountability. Perennial School Finance Issues. 6. Legal Foundations of Education. Legal Aspects of Education. Legal Provisions for Education: The U.S. Constitution. Church and State. Segregation and Desegregation. Equal Opportunity. Teachers' Rights and Responsibilities. Conditions of Employment. Academic Freedom. Teacher Responsibilities and Liabilities. Students' Rights and Responsibilities. Students' Rights as Citizens. Students' Rights and Responsibilities in School. IV. HISTORICAL FOUNDATIONS OF EDUCATION. 7. The Evolution of American Education. Education in Other Cultures. The Beginnings of Education (to 476 C.E.). Education in the Middle Ages (476-1300). Education in Transition (1300-1700). The Important Role of Education in Our Developing Nation. Colonial Education. The Struggle for Universal Elementary Education. The Need for Secondary Schools. Federal Involvement in Education. The Evolution of Teaching Materials. Meager Education for Diverse Populations. Private Education in America. Learning from History. 8. The Continuing Historical Effort to Improve Education. More Students and Bigger Schools. The Rapid Growth of the Educational Enterprise. School District Consolidation. The Development of the Teaching Profession. The Increasing Complexity of the Educational Enterprise. Changing Aims of Education. Preparation of Teachers. Education of Women. Recent Trends in Education. New Emphases in Education. Educational Critics. School Reform. School Public Opinion over the Past Half-Century. Major Educational Events of the Past Century. The Value of History. V. PHILOSOPHICAL FOUNDATIONS OF EDUCATION. 9. Philosophy: The Passion to Understand. Structure and Methodology of Philosophy. The Branches of Philosophy. Thinking as a Philosopher. Schools of Philosophy and Their Influence on Education. Idealism. Realism. Pragmatism. Existentialism. Eastern Ways of Knowing. Native American Ways of Knowing. 10. Educational Theory in American Schools: Philosophy in Action. Teacher-Centered Locus of Control Educational Theories. Perennialism. Essentialism. Behaviorism. Positivism. Student-Centered Locus of Control Educational Theories. Progressivism. Reconstructionism. Humanism. Constructivism. 11. Building an Educational Philosophy. Using Philosophy in the Classroom. Classroom Organization. Motivation. Discipline. Assertive Discipline. Classroom Climate. Learning Focus. Using Philosophy Beyond the Classroom. Teachers as Change Agents. Teachers as Leaders. VI. CURRICULAR FOUNDATIONS OF EDUCATION. 12. Standards-Based Education and Assessment. Standards-Based Education. Differing Concepts of Standards. Why Standards Differ. Uses of Standards. Sources for Standards. Types of Standards. Debates over Setting Standards. The Future of Standards-Based Education. Assessment: The Other Side of Standards. What Is Assessment? Purposes for Assessment. Traditional Assessments. Performance Assessment. Professional Aspects of Good Assessments. Accountability. Testing Ups and Downs. Equity within Accountability. 13. Designing Programs for Learners: Curriculum, Instruction, and Technology. Curriculum: Relating Expectations for Learning to What Is Taught. Curriculum Resources and Selection. Selecting Curriculum Is a Complex Business. Managing Curriculum. Evaluating Curriculum. Instruction: Turning Curriculum into Classroom Activities. Instructional Objectives for Student Learning. Different Kinds of Instructional Objectives. Teaching Strategies. Teaching Strategies for Addressing Students with Exceptionalities. Models for School Reform. Technology: Integrated Uses for Curriculum and Instruction. Expectations for Teachers and Integrated Use of Technology. 14. Education in the Twenty-First Century. The Nature of Change in the Twenty-First Century. Characteristics of Change. Size of Educational Change. Futurism and Transformational Trends in Twenty-First Century Education. Increased Accountability Focused on Student Learning. Schools as the Center for Delivery of Coordinated Services. Emphasis on Character Development. Increased Competition Among Schools. The Changing Profession of Education. Career Development Continuum. Professional Collaboration. Participating in the Profession. A Vision for Twenty-First Century Schools. Professional Learning Communities. Classrooms as Dynamic Centers of Learning.

Antonio Gramsci : Conservative Schooling for Radical Politics

Abstract: Part 1:The Schooling of Children 1.1. Introduction 1.2. The Curriculum of the School 1.3. Curriculum and the Sociology of Knowledge 1.4. Curriculum as 'the entire thought of the past 1.5. School Assessment and Examinations 1.6. Education Method: School as Work 1.7. Instruction or Education? 1.8. Authority, Teachers and Teaching 1.9. Education and Fascism 1.10. Politics and Schooling: Correspondence or Contradiction 1.11. The Structure and Organisation of the School System 1.12. Educational Theory as Counter-cyclical 1.13. Schooling: Towards the Education of Adults Part 2: The Education of Adults 2.1. Political Education as Adult Education 2.2. Education and the Problem of the Intellectuals 2.3. Technical and Vocational Education Part 3: Theory and Practice in Education 3.1. The Philosophy of Praxis 3.2. Polytechnical Education and the Relationship Between Theory and Practice 3.3. Education and Gramsci's Conception of Practice 3.4. Theory, Practice and the Education of Teachers 3.5. Theory, Practice and the Problem of Relevance.

Implementing Innovations in Schools: A Concerns-Based Approach.

Abstract: Tim Concerns-Based Adoption Model (CBAM) has been designed to describe change as it affects individuals and to prompt more successful change efforts. CBAM views the teacher as the focal point in schcol improvement efforts, yet also acknowledges social and organizational influences. This paper describes the application of the model to a curriculum implementation effort in revising the science curriculna in grades three to six in the 80 elementary schools of Jefferson County (Colorado). The design for curricula' implementation was based on an understanding of teachers' concerns and how they change over time. Two CBAM measures of teacher change

Play: The Kindergartners' Perspective

Abstract: The Elementary School Journal Volume 80, Number 2 ? 1979 by The University of Chicago 0013-5984/80/8002-0008$00.75 The role of play in education is a major concern of early childhood educators. In colonial times, the tendency of children to play was taken to be a sign of their moral laxity, and adults admonished children to avoid the frivolity of play in favor of work and study (1). By the middle of the nineteenth century, attitudes toward play had changed. As adults began to value children for their innocence and youth, the play of children came to be seen as an expression of their innate zest for life, their curiosity, and their essential goodness. In 1896 George Herbert Mead called on educators to base children's early educational experiences on spontaneous play activities called forth by the proper use of natural stimuli (2). Froebel, Dewey, and Hall, for varied reasons, supported play in early childhood educational experiences (3); and play activities eventually became standard in most classrooms for young children. In public school systems, kindergarten classrooms continue to reflect this emphasis on the importance of children's play. Most kindergarten teachers view play as a natural and spontaneous activity of young children. Play is considered necessary for healthy mental, physical, and social development; play activities are meaningful and relevant to children, and simply providing the opportunity for healthy play appears sufficient to ensure that young children will involve themselves. Some

The Hen or the Egg? Which Comes First--Antisocial Emotional Disorders or Reading Disability?.

Abstract: Summary. The sequential relationship of antisocial emotional disorders and reading difficulties was examined in a longitudinal study of a sample of 198 boys in their first two years at school. Teachers completed behaviour questionnaires at school entry and at the end of Primary One and Two. The children were tested for reading readiness at school entry and for reading performance at the end of Primary One and Two. Antisocial deviance was shown to precede later reading difficulties, but was associated at school entry with poor performance on the tests of reading readiness. An examination of the predictive effects of low performance on reading readiness tests and the reading test at the end of Primary One indicated that later antisocial deviance was not related at this stage of school to earlier poor performance. These results call into question, for this age group, the suggestion that reading backwardness leads to antisocial emotional disorders.

Comparisons of Beginning Versus Experienced Elementary Music Educators in the Use of Teaching Time

Abstract: This study quantified and compared the amount of time three groups of nine teachers spent during elementary music classes pursuing various music classroom activities. Experienced teachers, teaching...

Mainstreaming: An Examination of the Attitudes and Needs of Regular Classroom Teachers:

Abstract: A questionnaire was administered to elementary-school regular class teachers to determine their attitudes and needs in regard to mainstreaming the exceptional child. The questionnaire was designed ...