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Mathematics for All: Instructional Strategies To Assist Students With Learning Challenges
This valuable resource provides instructional strategies and curricular ideas that address specific mathematics learning challenges and conceptual mathematics understandings. Ultimately, the approaches and interventions will help teachers create instructional environments that support all students on a daily basis and, in turn, improve students’ achievement in mathematics.
Editors: Nancy L. Gallenstein and Dodi Hodges. 2011.
138 pp. ISBN-13 978-0-87173-178-4
The Earth Is Our Home: Children Caring for the Environment
If we are to create a brighter future, the world’s children must understand their role in safeguarding and improving the environment. Teachers have the potential to create future generations of responsible citizens. The purpose of this volume is to assist teachers in dealing with environmental concerns within the scope of the existing school curricula rather than in addition to it. Section One examines environmental awareness and education, including a chapter by renowned anthropologist Jane Goodall. Section Two reviews environmental curricula, while Section Three describes programs that transformed school environments. Section Four provides resources for teachers, and Section Five considers the "road ahead."
Editors: James L. Hoot and Judit Szente, 2010.
168 pp. ISBN-13 978-0-87173-177-7
Curriculum Development: Perspectives From Around the World
Policymakers, teachers, school administrators, parent organizations, university scholars, and religious organizations all want their point of view to be heard regarding the nature of curriculum and what a school curriculum ought to be. What are other countries doing to make sense of curriculum and how do they go about designing and implementing a developmentally appropriate curriculum?
Editors: James D. Kirylo and Ann Nauman
The Lydia Year: Learning From Pre-Kindergarten Children in Rural Appalachia
The Lydia Year is a collection of vignettes describing the experiences of Professor Connie Green, who returns to the classroom after serving as a teacher educator for 20 years. She wonders whether she can engage the children, facilitate their problem-solving skills, and have the courage and energy to devote to the demands of 4- and 5-year-olds. Although the book offers glimpses into the challenges of rural life, the central focus of the story is Lydia, a lively 4-year-old girl, whose delightful smiles and hugs can turn abruptly to screams and kicks. Lydia’s challenging behavior due to her difficult home circumstances creates moral dilemmas and classroom situations that Green must resolve. In order to reach Lydia, Green finds that she needs all of her training and the support of her colleagues and the community.
Author: Connie Green, 2009.
128 pp. ISBN-13 978-0-87173-175-3
Common Bonds, 3rd ed.
The purpose of this book is to examine the growing diversity in schools in a constructive, empowering way. The authors contributing to this new edition write about various forms of cultural diversity, and suggest ways that teachers can build inclusive classroom environments. The common theme that emerges is that while diversity poses difficulties, teachers can create an environment in which differences are recognized and accepted while simultaneously reinforcing a common set of norms and values that bind students together.
Editors: Deborah A. Byrnes and Gary Kiger, 2005.
The Developmental Benefits of Playgrounds
In publishing The Developmental Benefits of Playgrounds, ACEI is extending the knowledge base about appropriate playground materials, equipment, and use patterns. The initial chapter focuses on the importance of play, with special attention to contemporary research by neuroscientists that reveals, through the aid of high-tech brain imaging techniques, concrete support for the centuries-old contention of noted philosophers and other academicians that play is critical to children’s healthy development. This conclusion, seemingly obvious, has yet to be adopted by many who influence children’s opportunities and environments for play. Later chapters identify developmental sequences for children’s motor behaviors during their play on several types of playground equipment.
Authors: Joe L. Frost, Pei-San Brown, John A. Sutterby, and Candra D. Thornton, 2004.
To Play or Not To Play: Is It Really a Question?
During a time in our education system when play is being assaulted from many fronts, we, too, find a climate of peril; play is in danger. Play, once commonplace in classrooms, is now found only outside the classroom. Now, we are finding play removed from outside the classroom by the elimination of recess. Where is the place for play? Where will it exist, so our children can flourish? The resounding call for play’s existence issues from courageous people willing to demand that play live, that play exist. To live or not to live? To exist or not to exist? To be or not to be? To play or not to play? Are these really valid questions when the stakes are so high, the alternative so bleak? This book takes the necessary step in affirming play’s vital role in child development and provides a voice for play.
Editors: Christine Jeandheur Ferguson and Ernest Dettore, Jr., 2007.
Beginning with the formation of the International Kindergarten Union in 1892, this valuable reference traces the history of childhood education through over a century of change and growth. An invaluable resource for education students and teachers.
Author: Sue Wortham, 2002.
Transdisciplinary Teaming in Early Intervention/Early Childhood Special Education
This book is designed to provide an introduction to transdisciplinary teaming. The book begins with a description of, a transdisciplinary service delivery model in early intervention/education. What follows is a discussion of how to establish successful teams given the myriad of challenges often faced by teams as they provide services for young children with disabilities and their families.
Editor: Jennifer L. Kilgo
2006. 80 pp.