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Sustaining Shared Thinking

Author: Jenni Clarke
Publisher: A&C Black
ISBN: 1408195097
Size: 53.91 MB
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What are thinking skills? How do they develop? Where do they 'fit' into the curriculum and what should adults do to help children acquire them? Sustaining Shared Thinking contains a rich mixture of practical experience, research and relevant government guidance, brought to life with examples and suggestions. It brings together theories and ideas related to thinking skills, explains what these thinking skills are and why they are important, and shows how they link with current curriculum guidance. This book addresses some of the major challenges facing early years settings and primary schools, and shows what opportunities and experiences for developing shared thinking skills may look like in individual settings. The aim is to provide sound,clear advice and to help practitioners and teachers deliver the objectives of Every Child Matters.

The Early Years Teacher S Book

Author: Leonie Abrahamson
Publisher: Learning Matters
ISBN: 1526450798
Size: 50.27 MB
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This is a clear, comprehensive, systematic and practical guide to achieving Early Years Teacher Status and meeting the EYT Standards and requirements.

100 Ideas For Early Years Practitioners Observation Assessment Planning

Author: Marianne Sargent
Publisher: Bloomsbury Publishing
ISBN: 1472945301
Size: 69.13 MB
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100 Ideas for Early Years Practitioners: Observation, Assessment & Planning is not only filled with easy to implement and practical ideas for the early years classroom, but it also demonstrates why assessment is an important formative tool to help further children's learning. In this book, early years expert and experienced author Marianne Sargent explains the cycle of observation, assessment and planning with advice on how to carry out different types of observation, guidance on how to make effective use of observations to assess children's knowledge and understanding, and explanations for how to use this information to inform future planning. The book also offers ideas on how to carry out summative assessments - as well as how to organise assessment information for reporting purposes. With the ever-increasing focus on observation, assessment and planning in the early years, this book is a must-have for all practitioners looking to effectively introduce all three into their setting while still ensuring the children in their care are in an environment where they can be confident, feel supported and still have fun as they grow and learn.

The Foundation Stage Teacher In Action

Author: Margaret Edgington
Publisher: SAGE
ISBN: 9780761944195
Size: 61.64 MB
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A fully revised edition of the author's best selling book, this resource now includes an extended section on leadership, and managing the foundation stage.

The Role Of Leadership In Sustaining School Reform

Author: Mary S. Leighton
Publisher: DIANE Publishing
ISBN: 0788148613
Size: 49.97 MB
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Summarizes discussions by participants in a meeting convened to learn the views of outstanding school leaders -- principals, teachers, parents, and others -- whose diversity reflected that of the local education workforce. The discussions centered on three topics: the habits of mind and heart that enable leaders to guide successful school change over the long term; the dimensions of leadership as expressed in experiences in the participants' careers as school leaders; and strategies for using the dimensions of leadership for self-assessment, peer coaching, or other professional development activities. Resource list.

Sustaining And Sharing Economic Growth In Tanzania

Author: Robert J. Utz
Publisher: World Bank Publications
ISBN: 9780821371954
Size: 37.13 MB
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This book looks into the factors explaining Tanzanias recent acceleration in economic growth, analyzes whether this growth has translated into reduced poverty, and looks forward into what needs to be done to sustain growth.

Thinking About Population

Author: Ibtihaj S. Arafat
Publisher: Rowman & Littlefield
ISBN: 9781882289271
Size: 11.26 MB
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Sustaining The Cherokee Family

Author: Rose Stremlau
Publisher: Univ of North Carolina Press
ISBN: 9780807869109
Size: 50.33 MB
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During the late nineteenth and early twentieth centuries, the federal government sought to forcibly assimilate Native Americans into American society through systematized land allotment. In Sustaining the Cherokee Family, Rose Stremlau illuminates the impact of this policy on the Cherokee Nation, particularly within individual families and communities in modern-day northeastern Oklahoma. Emphasizing Cherokee agency, Stremlau reveals that Cherokee families' organization, cultural values, and social and economic practices allowed them to adapt to private land ownership by incorporating elements of the new system into existing domestic and community-based economies. Drawing on evidence from a range of sources, including Cherokee and United States censuses, federal and tribal records, local newspapers, maps, county probate records, family histories, and contemporary oral histories, Stremlau demonstrates that Cherokee management of land perpetuated the values and behaviors associated with their sense of kinship, therefore uniting extended families. And, although the loss of access to land and communal resources slowly impoverished the region, it reinforced the Cherokees' interdependence. Stremlau argues that the persistence of extended family bonds allowed indigenous communities to retain a collective focus and resist aspects of federal assimilation policy during a period of great social upheaval.

Sustaining Teacher Leadership

Author: Linda Dawson Gonzales
Publisher: University Press of America
ISBN: 9780761823957
Size: 73.64 MB
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Sustaining Teacher Leadership describes a model for linking leadership and learning and identifies six components necessary for enabling a culture for teacher leadership: learning, valuing, nurturing, supporting, sharing, and coaching. The model is based on an historical review of artifacts from earlier qualitative studies, which report on eight years of a middle school's restructuring and restructuring experiences. The book also describes the development of a learning culture and five teachers' identification with a democratic teacher-leadership style. Five teacher-leader participants with full time teaching responsibilities were selected from teachers who had participated for four or more years in the enabling school culture and transferred together to a newly opening school.