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

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Overview

Many schools in the United States are considering moving from traditional, skill-based instruction to child-centred instruction in nongraded, primary classrooms. This book describes nongraded, primary programmes that illustrate developmentally appropriate practices for teaching young children. Seven critical attributes to these programmes are examined including multiage//multiability grouping, professional teamwork, positive parental involvement and authentic assessment.

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Product Details

  • ISBN-13: 9780803964877
  • Publisher: SAGE Publications
  • Publication date: 4/23/1996
  • Series: One-off Series
  • Edition description: New Edition
  • Pages: 224
  • Product dimensions: 7.00 (w) x 9.90 (h) x 0.50 (d)

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

Reforming the Education of Young Children - Diane W Kyle, Ellen Mc Intyre, and Ric A Hovda
PART ONE: REFORM AS A PERSONAL JOURNEY
We Are Here - Katherine Alexander
Team Teaching - Anne Dill and Geraldine Hendricks
A Journey of Professional Bonding and Reflective Practice
Sea of Changes - Cathy Cool
Finding Sunken Treasures in Shark-Infested Waters
PART TWO: AUTHENTIC ASSESSMENT AND CONTINUOUS PROGRAMS
Assessment in a Nongraded Primary Program - Kris Gregory et al
Discovering Children's Voices and Talents
'Let the Wild Rumpus Start!' - Tina Cron, Joy Spears, and Donna Stottmann
The Story of One Multi-Age/Multi-Ability Classroom
Multi-Age, Multi-Abilities - Phillip Poore and Cheryl Armstrong
An Inclusive Primary Program
Learning to Assess - Kathy Birdwhistell et al
Teachers, Students, and Parents Together
PART THREE: CHALLENGES OF MAKING TRANSITIONS
Facing the Seven Critical Attributes - Bridget Baker and Lisa Smith
From Philosophy to Practice - Karen Adkins
A Continuous Struggle for Excellence
What About the Skills? Shouldn't I Be Teaching Them? - Beverly Wells
PART FOUR: REFORM AS A SHARED BEHAVIOR
What a Difference a Year Makes - Catherine Pillow et al
A Principal's Perspective for Educational Reform - Joe Jacovino
Partnerships for Learners - Jeannie Bass, Linda Bibee, and Diana Heidelberg
Lessons on Creating Nongraded Primary Programs or Implementing Other Systemic Changes - Ellen Mc Intyre, Ric A Hovda, and Diane W Kyle
Professional Development Possibilities - Ric A Hovda, Diane W Kyle, and Ellen Mc Intyre

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