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Nearly half of the beginning teachers in the United States drop out of teaching within the first seven years. Understanding why those teachers leave and identifying the needs of new teachers are key to addressing the attrition rates of a school's staff and those of educators across the country.Gordon and Maxey explore the reasons beginning teachers struggle and provide research-based plans for helping these newcomers make the most of their initial teaching years. They propose Beginning Teachers Assistance Programs (BTAPs) as a practical strategy for success. BTAPs have a proven track record for improving beginning teachers' skills, attitudes, and chances of fulfilling their potential as educators. A BTAP draws on the knowledge and expertise of teachers, principals, central office administrators, and school-based staff. Using any variation of a BTAP, your school can pair beginning teachers with mentors and a support team that may include school and district personnel, as well as community representatives and members of higher education.The authors guide you through several options and ideas that you can use to support beginning teachers, allowing you to tailor a BTAP to fit new teachers' needs in your school community.
First year teachers --- Education --- Social Sciences --- Theory & Practice of Education
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This book identifies and emphasizes the need for a holistic approach to school improvement when it comes to both the development of the whole child and the relationships among student, family, and community development. In recent years, the emphasis in PK-12 education in the United States has been on the measurement of student and school performance by high-stakes achievement tests. This emphasis has resulted in a narrowed curriculum emphasizing lower-level cognitive learning, with little attention paid to the moral, social, and creative development of students, families, and communities. This book argues that PK-12 education needs to shift its focus to holistic qualities of the successful school, qualities that reflect a moral rather than a technical approach to education while also improving students’ academic performance. Stephen P. Gordon is Distinguished Professor Emeritus of Education and Community Leadership at Texas State University, USA. .
Educació integral --- Aspectes morals --- Estats Units d'Amèrica --- Aspectes ètics --- Ètica --- Condicions morals --- Aprenentatge holístic --- Aprenentatge integral --- Educació holística --- Educació --- Interdisciplinarietat en l'ensenyament --- E.U.A. --- EE.UU. --- EUA --- Estados Unidos de América --- Estats Units --- U.S.A. --- United States --- United States of America --- USA --- Amèrica del Nord --- Alabama --- Alaska --- Arizona --- Arkansas --- Califòrnia --- Carolina del Nord --- Carolina del Sud --- Colorado --- Connecticut --- Dakota del Nord --- Dakota del Sud --- Delaware --- Florida --- Geòrgia --- Guadalupe Mountains (Estats Units d'Amèrica : Serralada) --- Hawaii --- Idaho --- Illinois --- Indiana --- Iowa --- Kansas --- Kentucky --- Louisiana --- Maine --- Maryland --- Massachusetts --- Michigan --- Minnesota --- Mississipí --- Missouri --- Montana --- Nebraska --- Nevada --- Nou Hampshire --- Nou Mèxic --- Nova Jersey --- Nova York (Estat) --- Oest (Estats Units d'Amèrica) --- Ohio --- Oklahoma --- Oregon --- Pennsilvània --- Rhode Island --- Tennessee --- Texas --- Utah --- Vermont --- Virgínia --- Virgínia de l'Oest --- Washington (Districte de Colúmbia) --- Washington (Estat) --- Wisconsin --- Wyoming --- Yellowstone National Park --- Education --- Moral and ethical aspects. --- Est (Estats Units d'Amèrica) --- Holistic education. --- Schools. --- Education—Philosophy. --- Education and state. --- Holistic Education. --- School and Schooling. --- Educational Philosophy. --- Educational Policy and Politics. --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Interdisciplinary approach in education --- Public institutions --- Government policy
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This book identifies and emphasizes the need for a holistic approach to school improvement when it comes to both the development of the whole child and the relationships among student, family, and community development. In recent years, the emphasis in PK-12 education in the United States has been on the measurement of student and school performance by high-stakes achievement tests. This emphasis has resulted in a narrowed curriculum emphasizing lower-level cognitive learning, with little attention paid to the moral, social, and creative development of students, families, and communities. This book argues that PK-12 education needs to shift its focus to holistic qualities of the successful school, qualities that reflect a moral rather than a technical approach to education while also improving students’ academic performance. Stephen P. Gordon is Distinguished Professor Emeritus of Education and Community Leadership at Texas State University, USA. .
Philosophy --- Sociology of education --- Teaching --- Educational sciences --- onderwijspolitiek --- onderwijsfilosofie --- onderwijs --- scholen --- Holistic education. --- Schools. --- Education—Philosophy. --- Education and state. --- Holistic Education. --- School and Schooling. --- Educational Philosophy. --- Educational Policy and Politics. --- Estats Units d'Amèrica --- Educació integral --- Aspectes morals
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