Creating Nongraded K-3 Classrooms: Teachers' Stories and Lessons Learned

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Overview

Take full advantage of the real-life experiences of other practitioners who are closely involved in the reform movement. Here are practical, concrete lessons on how to handle the challenges of teaching an ungraded class. Follow the stories"visit" the classrooms - and see the teachers grow from being adequate to extraordinary educators. Watch how the students learn to learn. Discover how to master these important skills: establishing an ungraded classroom; coping with the inevitable changes that result from innovation; encouraging teacher growth with on-the-job development; "kidwatching" - documenting learning as children work; including special-needs students in your multiage classroom; and working with parents and winning their support. Based on the true-life experiences of teachers, principals, and parents involved in KERA (Kentucky Education Reform Act), this book tells the story of the transformed teaching and learning lives of Kentucky educators engaged in the bold experiment of nongraded K-3 classes.
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Product Details

Meet the Author

Diane W. Kyle is a professor in the Department of Teaching and Learning at the University of Louisville. She has coauthored Reaching Out: A K–8 Resource for Connecting Schools and Families and Reflective Teaching for Student Empowerment: Elementary Curriculum and Methods, coedited Creating Nongraded Primary Classrooms: Teachers’ Stories and Lessons Learned, and pub­lished in such journals as Language Arts, Peabody Journal of Education, Journal of Education for Students Placed at Risk, Education & Equity, Teaching Children Mathematics, and Elementary School Journal. Her most recent project, co­directed with Ellen Mc Intyre, is “Sheltered Instruction and Family Involvement: An Approach to Raising Achievement of LEP Students,” funded by the US Department of Education. She also codirected with Ellen Mc Intyre a research project, “Children’s Academic Development in Nongraded Primary Programs,” funded by the Center for Research on Education, Diversity, and Excellence (CREDE) at the University of California at Santa Cruz.

Ellen Mc Intyre is a literacy professor in the Department of Teaching and Learning at the University of Louisville, where she teaches courses on lit­eracy research and instruction and studies children’s development in light of instructional contexts. She has published extensively, having coau­thored Reaching Out: A K–8 Resource for Connecting Schools and Families, coedited Classroom Diversity: Connecting School Curricula to Students’ Lives, Balanced Instruction: Strategies and Skills in Whole Language, and Creating Nongraded Primary Programs, and published in such journals as Language Arts, Research in the Teaching of English, Journal of Literacy Research, and American Educational Research Journal. Her most recent project, codirected with Diane Kyle, is “Sheltered Instruction and Family Involvement: An Approach to Raising Achievement of LEP Students,” funded by the US Department of Education. She also codirected with Diane Kyle a research project, “Children’s Academic Development in Nongraded Primary Programs,” funded by the Center for Research on Education, Diversity, and Excellence (CREDE) at the University of California at Santa Cruz.

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Table of Contents

Acknowledgements
Contributors
Ch. 1 Reforming the Education of Young Children 1
Ch. 2 We Are Here 11
Ch. 3 Team Teaching: A Journey of Professional Bonding and Reflective Practice 27
Ch. 4 Sea of Changes: Finding Sunken Treasures in Shark-Infested Waters 37
Ch. 5 Assessment in a Nongraded Primary Program: Discovering Children's Voices and Talents 47
Ch. 6 "Let the Wild Rumpus Start!": The Story of One Multi-age/Multi-ability Classroom 67
Ch. 7 Multi-age, Multi-abilities: An Inclusive Primary Program 83
Ch. 8 Learning to Assess: Teachers, Students, and Parents Together 95
Ch. 9 Facing the Seven Critical Attributes 113
Ch. 10 From Philosophy to Practice: A Continuous Struggle for Excellence 131
Ch. 11 What About the Skills? Shouldn't I Be Teaching Them? 141
Ch. 12 What a Difference a Year Makes 149
Ch. 13 A Principal's Perspective for Educational Reform 157
Ch. 14 Partnerships for Learners 167
Ch. 15 Lessons on Creating Nongraded Primary Programs or Implementing Other Systematic Changes 181
Ch. 16 Professional Development Possibilities 189
Bibliography 197
Index 203
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