A curriculum built on children's interests     

Linda Pound 《Education 3-13》2013,41(3):27-33

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The new challenge: An ethnically integrated enrichment program for gifted students     

Mary Jean Goertz  Linda Phemister  Ernesto M. Bernal 《Roeper Review》2013,35(4):298-300

The New Challenge Program was established at the University of Texas‐Pan American's School of Education to provide enrichment experience for gifted children in the Lower Rio Grande Valley of South Texas. Over 125 students in grades K‐12 participate each spring in a course of their choosing designed to explore creativity or foster specialized interests, such as Videography, Engineering in the Real World, Discovering the Art in You, Blood and Guts, and Rocketry and Aviation. The majority of the gifted students in this program are Mexican Americans and are classified as economically disadvantaged. The New Challenge Program staff developed an informal system for selecting and preparing the experts who teach these courses to provide a learning environment that works for all gifted children and a curriculum that is thematic and expands upon the academic content that they learn in school.  相似文献   

Obituary     

Shane Godbolt  Regional Librarian  North Thames  Linda Griffiths  T. Mark Hodges  Tony McSean  Leslie Morton 《Health information and libraries journal》2000,17(4):239-240

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Final Exams     

Linda Higgins Spoleti 《Clearing house (Menasha, Wis.)》2013,86(6)

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A final report from the editor     

Linda C. Lederman 《Communication quarterly》2013,61(4)

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Bridges Over and Bedrock Beneath: The Role of Ballads in Sharyn McCrumb's Ballad Novels     

Linda J. Holland‐Toll 《Journal of American culture (Malden, Mass. : 2003)》2006,29(3):337-344

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Sociomathematical norms and the regulation of problem solving in classroom microcultures     

Lucie Mottier Lopez  Linda Allal 《International Journal of Educational Research》2007,46(5):252-265

The perspective of situated learning offers a theoretical framework for understanding the dialectical relations between the social and the individual dimensions of classroom microculture. The purpose of this article is to show how sociomathematical norms constructed during whole-class discussions provide a reference for the elaboration of mathematical practices and for the interactive regulation of learning. Qualitative data regarding the transition from additive to multiplicative problem solving were collected in two third-grade classrooms during an entire school year. The sociomathematical norms constructed in the two classrooms were identified and compared. An in-depth analysis focusing on two interactive episodes in one classroom showed the forms of regulation of learning that emerged in relation to the norm of “effectiveness”. Both episodes demonstrated how the processes of regulation resulting from teacher–student interactions incorporated and orchestrated regulations resulting from peer interactions and thereby contributed to the progression of the students’ problem-solving procedures.  相似文献   

From ‘bored’ to screen: the use of the interactive whiteboard for literacy in six primary classrooms in England     

Arthur Shenton  Linda Pagett 《Literacy》2007,41(3):129-136

In recent years, interactive white boards (IWBs) have been introduced into many primary classrooms in England. This enquiry examines the ways in which they are being used in the context of literacy teaching, in six primary classrooms in the south‐west. Drawing on the perspectives of teachers and pupils, this report reflects on the impact of IWB use on the teaching and learning of literacy. It concludes that, while IWB use appears to have some general effects, such as supporting a more cross‐curricular approach to literacy and raising the level of student engagement, their use is not identical in all classrooms. In the classrooms studied, IWBs are used in various ways, according to teachers' technical expertise and experience. To help more teachers towards effective use of the IWB, it is suggested that, rather than the ‘top‐down’ commercial or professional models of transmission training, teachers need a ‘bottom‐up’ approach, that is more practitioner focused.  相似文献   

WHAT IS THIS WORK CALLED TEACHING?     

Linda Irwin-DeVitis  Joseph L. DeVitis 《Educational theory》1998,48(2):267-278

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Writing Instruction for Adolescents with Learning Disabilities: Programs of Intervention Research     

Linda H. Mason  Steve Graham 《Learning disabilities research & practice》2008,23(2):103-112

Writing performance for a large number of adolescents, with and without learning disabilities (LD), in the United States is below the level required for success in college and in the world of work. Despite the importance of writing and students' with LD documented difficulties in this academic domain, writing intervention research for adolescents with LD is not as well established as research in other domains, such as reading. Programs of research in writing interventions for adolescents with LD, nevertheless, have provided frameworks for effective instruction for these students. Adapting criteria from Graham and Perin's (2007c) Writing Next report, 40 studies across six programs of research were located for our literature review in writing instruction for adolescents with LD. Based on the findings of these studies, instruction within two levels of support for adolescents with LD are recommended.  相似文献