Middle grades curriculum : voices and visions of the self-enhancing school

High stakes testing, standards, and accountability politics is taking us away from the importance of the affective domain in curriculum development. This critical learning domain is often an unrecognized and infrequently considered topic in the literature. Through this book we extend the current kno...

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Bibliographic Details
Other Authors Roney, Kathleen (Editor), Lipka, Richard P. (Editor)
Format Electronic eBook
LanguageEnglish
Published Bingley, U.K : Emerald Publishing Limited : Information Age Publishing, Inc., 2013.
Subjects
Middle schools > Curricula > United States.
Curriculum planning > United States.
Educational change > United States.
Academic achievement > United States.
Education > Curricula.
Curriculum planning and development.
elektronické knihy
electronic books
Online AccessFull text
ISBN9781806613632
DOI10.1108/978-1-62396-229-6
Physical Description1 online resource (xxiii, 328 pages)

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Table of Contents:
  • Foreword / John H. Lounsbury
  • Introduction: The vision / Kathleen Roney & Richard P. Lipka
  • Chapter 1. Should schools be in the business of enhancing student self-perceptions? / Thomas M. Brinthaupt
  • Chapter 2. Developing caring, humanistic classrooms: Effects on young adolescents' complete growth / David F. Brown
  • Chapter 3. Grouping students in the self-enhancing school / David C. Virtue
  • Chapter 4. From external control to self-direction / John A. Mundell and Mary Lynn Redmond
  • Chapter 5. From self-isolation to peer interaction: Building community in middle grades classrooms / Clark Power & Ann Marie R. Power
  • Chapter 6. From age isolation to multiage interactions / Elizabeth Pate
  • Chapter 7. From accepting failure to promoting success / Patrick Akos, Molly Frommer, & Emily Rinkoski
  • Chapter 8. From avoiding or blaming parents to working with parents / Lee Shumow & Nancy DeFrates-Densch
  • Chapter 9. It is all about expectations: Moving from negative to positive expectations / Chris M. Cook & Shawn A. Faulkner
  • Chapter 10. From debilitating teacher self-perceptions to enhancing teacher self-perceptions / Sara Davis Powell
  • Chapter 11. Self enhancement through self-transcendence: Towards mindful middle schools for teaching and learning / Robert W. Roeser, Cynthia Taylor, & Jessica Harrison
  • Chapter 12. Understanding learners: From confusion about learners to clear understanding of learner characteristics / David Strahan
  • Chapter 13. The effects on teachers and students of using vague and specific learning constructs to enhance self-perceptions / James E. Calder & Thomas M. Brinthaupt
  • Chapter 14. From subject-centeredness to life centeredness / Rajni Shankar-Brown
  • Chapter 15. From teacher-exclusive planning to teacher-student planning: The promise of partnering in a connected world / John M. Downes
  • Chapter 16. From textbooks and tests to problems and projects / Brianne L. Reck
  • Chapter 17. Middle school: A static institution within a dynamic world: Moving the middle school curriculum into our dynamic world / Edward N. Brazee
  • Chapter 18. Epilogue: What have we learned, and what must we do / Richard P. Lipka & Kathleen Roney
  • About the contributors.

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