Literacy in Disadvantaged Primary Schools
Author | : Eemer Eivers |
Publisher | : |
Total Pages | : 34 |
Release | : 2005 |
Genre | : Academic achievement |
ISBN | : 9780900440182 |
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Author | : Eemer Eivers |
Publisher | : |
Total Pages | : 34 |
Release | : 2005 |
Genre | : Academic achievement |
ISBN | : 9780900440182 |
Author | : Eemer Eivers |
Publisher | : |
Total Pages | : 188 |
Release | : 2004-01-01 |
Genre | : Academic achievement |
ISBN | : 9780900440168 |
Author | : R. P. Chamberlin |
Publisher | : Routledge |
Total Pages | : 308 |
Release | : 2005-07-28 |
Genre | : Education |
ISBN | : 1134690932 |
One of the most important challenges teachers face is making sure children can read. It is an absolutely crucial skill, and current educational policy is giving it a very high priority. Based on one of the largest studies ever undertaken of what primary schools do to improve literacy, this book reports what Professor Ted Wragg and his research team found. The importance placed on literacy has never been greater. When children learn to read, they are laying the foundations for their entire educational future. Effective teachers can make a huge difference, as a poor start can hinder children throughout their schooling and beyond. By looking at what actually goes on in classrooms, this volume provides an invaluable insight into what happens to children and how their reading progresses. It shows how particular teachers manage the improvement of their pupils' reading levels, and also follows individual pupils through a school year. This is a very readbale account of a fascinating and crucial area of research that is highly topical. Every class teacher should read it.
Author | : May Young |
Publisher | : CRC Press |
Total Pages | : 345 |
Release | : 2020-07-27 |
Genre | : Education |
ISBN | : 1000142507 |
This book summarizes aspects of reading and writing in primary schools, interest to educationists in the UK. It outlines the general process of reading comprehension into different levels.
Author | : Jeanne S. Chall |
Publisher | : Harvard University Press |
Total Pages | : 208 |
Release | : 1990 |
Genre | : Education |
ISBN | : 0674748859 |
How severe is the literacy gap in our schools? In The Reading Crisis, the renowned reading specialist Jeanne Chall and her colleagues examine the causes of this disparity and suggest some remedies.
Author | : Eithne Kennedy |
Publisher | : Routledge |
Total Pages | : 306 |
Release | : 2014-01-03 |
Genre | : Education |
ISBN | : 1135041008 |
This book shares lessons gleaned from a two-year intervention in a high-poverty school, which was highly successful in significantly narrowing the literacy achievement gap and in raising children’s motivation and engagement in literacy both inside and outside school. Kennedy argues that there is much that disadvantaged schools can do to close the gap, but this is more likely to occur when a research-based approach to instruction (with a dual emphasis on cognitive skills and motivation and engagement), assessment and professional development is undertaken.
Author | : Naomi Flynn |
Publisher | : John Wiley & Sons |
Total Pages | : 240 |
Release | : 2006-07-11 |
Genre | : Education |
ISBN | : 0470029102 |
This book provides a unique description of teacher-pupil interaction during the Literacy Hour in good schools. It is based on detailed observations in inner-city primary schools that were recognised as effective and improving. The analysis is informed by contemporary research into the development and teaching of early literacy. The book provides practice-based examples of how teachers and schools might adapt their delivery for literacy as they move to greater creativity in their teaching of reading and writing. The analysis begins within the classrooms of three expert Key Stage 1 teachers and broadens out in to the wider setting of the schools and their senior management teams. An important theme running throughout the book is how the three teachers were able to make exceptional provision for their pupils, who were largely second language speakers and from socio-economically disadvantaged groups. The teachers’ successful practice grew from their understanding of both early literacy development and planning for individual need. The information in this book will enable student teachers, recently qualified teachers, and teachers interested in enhancing their literacy teaching to develop their practice in a similarly successful way.
Author | : Paul Downes |
Publisher | : Institute of Public Administration |
Total Pages | : 537 |
Release | : 2007 |
Genre | : Children with social disabilities |
ISBN | : 1904541577 |
Author | : Olatunde A. Adekola |
Publisher | : World Bank Publications |
Total Pages | : 86 |
Release | : 2007 |
Genre | : Business & Economics |
ISBN | : |
'Language, Literacy, and Learning in Primary Schools' is a synthesis of the findings arising from four years of policy research and development in Nigeria's primary schools that focused on the gap between what teachers should know and be able to do, and the realities of teaching and learning in classrooms. It begins by critically examining the outcomes of primary schooling as measured by learning achievement results from national assessments, and by identifying some core learning problems for Nigerian primary school children. It reviews the findings from recent research reports that studied teaching and learning processes in primary school classrooms, and it identifies the pedagogical issues in primary classrooms that contribute to poor learning achievements. This report describes a research and development program that set out to improve teaching and learning in core learning skill areas of the curriculum. This study identifies priority areas for teachers' professional development. It suggests a policy framework for the continuing professional development of primary school teachers, including the initial preparation of teachers and their induction into teaching. It proposes medium and long-term strategies to bring about the desired changes in teaching and learning through school-based approaches to teacher development.