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Public school systems are now under increasing pressure to close achievement gaps between the able and less-able students, minority and non-minority students, and disadvantaged students and their non-disadvantaged peers. Moreover, there is now an expectation that schools and teachers will use those programs and practices that have been demonstrated to be are efficacious through rigorous scientific research. Evidence-based teaching: Strategies that promote learning is designed to provide teachers with an overview of the types of evidence that can be used to enhance their teaching practices. It does this by documenting those practices that have been used effectively in classrooms to facilitate how teachers teach and how students learn. This text is designed to make teachers aware of how to critically evaluate different types of evidence that can be used to inform their teaching practice. It achieves this by making explicit the link between theory, research and practice.

Evaluation. --- Learning processes. --- Peer mediation.

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Studien, die sich mit financial literacy, der finanziellen Allgemeinbildung oder der Finanzkompetenz befassen, sind im Zuge der Wirtschafts- und Finanzkrise immer stärker in den Fokus der Öffentlichkeit gerückt. Denn nur auf Basis einer gut ausgebildeten financial literacy können reflektierte finanzielle Entscheidungen getroffen werden, die zur finanziellen Absicherung und zur Prävention gegen eine Überschuldung beitragen und damit zusätzlich die Volkswirtschaft stärken. Im Rahmen des gesellschaftlichen Bildungsauftrages müssen schon Schüler beim Erwerb und beim Aufbau einer Finanzkompetenz unterstützt und gefördert werden. Um als mündige Bürger kompetente finanzielle Entscheidungen treffen zu können und damit, kollektiv gesehen, auch zum gesellschaftlichen Gesamtnutzen beizutragen, müssen formelle und informelle Lernumgebungen betrachtet werden. In vielen schülerorientierten Studien erweist sich das Konstrukt financial literacy als unsystematisiert. Die vorliegende Dissertation befasst sich innerhalb eines ersten Schwerpunktes mit der Systematisierung eines ganzheitlichen Konstrukts financial literacy zur Messung der finanziellen Kompetenzen bei Schülern in Deutschland. Dazu wird der nationale und internationale Forschungsdiskurs analysiert, um auf Basis der bisherigen Erkenntnisse ein inhaltliches Gesamtkonzept zu erstellen. Das daraus entwickelte Messmodell, welches sowohl inhaltliche wie auch einstellungsbezogene Bereiche umfasst, wird im Rahmen der Financial Literacy Study (FILS) getestet. Das Gesamtkonstrukt wird mittels der erhobenen Daten durch die Methode der Strukturgleichungsmodellierung validiert. Daran anschließend werden die Kompetenzen der Schüler inhaltsabhängig analysiert, um Interventionen und mögliche informelle und formelle Lernprozesse zu identifizieren. Innerhalb dieses zweiten Schwerpunktes zeigt sich, dass die Schüler unterschiedlich stark ausgeprägte Kompetenzen in den einzelnen Inhaltsfeldern aufweisen. So sind beispielsweise Fähigkeiten in Bezug auf Sparen, die durch informelle Lernprozesse erklärt werden können, ausreichend vorhanden. Während die Fähigkeiten im Umgang mit Schulden, die wahrscheinlich weder formell noch informell vermittelt werden, sehr niedrig ausgeprägt sind. Zusätzlich können schulformspezifische Unterschiede dargestellt und mögliche spezifische Interventionen für das Bildungssystem abgeleitet werden, um dem Hauptziel, den Aufbau und die Förderung einer Finanzkompetenz bei Schülern, gerecht zu werden.

Youth --- Finance, Personal. --- Competency assessment. --- Financial literacy. --- General financial education. --- Informal and formal learning processes. --- Structural equation models.

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This curriculum report is a description of a special education program for preschool educable mentally retarded children, together with an account of its development in experimental classes in new york city. The experimental curriculum was the independent variable of a research project to study the effects of group experience upon young retardates. The two basic objectives covered in this report are to discover the amount and kinds of learning within the classroom (activities of daily living, academic learning and readiness, social and emotional adjustment, speech development, listening skills, oral comprehension, and vocabulary growth) and to determine appropriate curriculum and teaching methods. The curriculum guide section has subcategories on intellectual development, imaginative and creative expression, social development, emotional development, manipulative development, gross motor development, and self help which contain 190 items arranged in five-point developmental scales for the teacher to use in viewing teaching-learning processes. The items in the curriculum guide are implemented in action settings--discussion periods, group handwork projects, free play, juice time, playground and gymnasium activities, story telling, swimming, cooking, and trips. The importance of behavioral goals of motivation, attention, perseverance, problem solving, concept development, and oral communication is stressed. The program's organization and management are discussed, as are the various evaluative methods used. A reference list of 69 items is included. This document is published by the teachers college press, teachers college, columbia university, new york, N.Y., $3.25. (rs).

Teaching Methods --- Special Education --- Special Classes --- Rating Scales --- Preschool Curriculum --- Preschool Children --- Learning Processes --- Intellectual Development --- Experimental Curriculum --- Educational Research --- Curriculum Guides --- Classroom Environment

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Constructivism (Education) --- Cognition in children --- Active learning --- Thought and thinking --- Educational research. --- Learning processes. --- Theory & Practice of Education --- Education --- Social Sciences --- Mind --- Thinking --- Thoughts --- Educational psychology --- Philosophy --- Psychology --- Intellect --- Logic --- Perception --- Psycholinguistics --- Self --- Cognitive-developmental theory --- Constructionism (Education) --- Constructivist education --- Piagetian theory of cognitive development --- Learning, Psychology of --- Study and teaching --- United States

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This book provides a holistic overview of what leads to success in foreign language learning at an early age and deepens our understanding of early foreign language learning. The studies use an array of methodological approaches to research learners aged between three and ten, as well as their parents and teachers, in instructional, minimal-input settings. They describe various ways of organising and promoting very early foreign language learning, both through language policy and innovative pedagogy, and focus on ways of providing input for second language acquisition, which include oral classroom discourse strategies, as well as learner development of literacy skills. Special attention is given to the necessity to develop critical reading skills, the ability to handle multimodal texts, and attitudes, motivations and behaviours and how these may impact on the teaching and learning process. Chapters emphasise that ultimate outcomes depend on extra linguistic environmental factors, such as parental involvement and teacher competences. These include establishing control in the classroom, as well as using appropriate strategies for Negotiation of Meaning, and helping learners build positive self-concept. This book will be of interest to all professionals involved in the teaching of foreign languages to young learners, as well as to researchers, teacher educators and students working in this area.

Second language acquisition. --- Language and languages --- English language --- Foreign languages --- Languages --- Anthropology --- Communication --- Ethnology --- Information theory --- Meaning (Psychology) --- Philology --- Linguistics --- Second language learning --- Language acquisition --- Study and teaching (Elementary) --- Foreign speakers. --- Foreign students --- ELT. --- Early instructed foreign language learning. --- FL competence. --- Negotiation of Meaning. --- SLA. --- TEYL pedagogy. --- child foreign language learning. --- early foreign language learning. --- early foreign language teaching. --- early language learning processes. --- foreign language. --- instruction. --- language learning at pre-primary level. --- language policy. --- second language acquisition. --- self-concept. --- teaching a FL to young children with teaching a FL to young children with Special Educational needs. --- the age factor. --- young learners. --- Germanic languages