Evaluation Models. Developing an Eclectic Approach. Evaluating a Field of Study. Measuring Effectiveness Versus Developing Teachers. Evaluation Program Guidelines. Evaluation Strategies for Success. Global Connections: Evaluation and Accountability. Case Study: Teaching to the Test. English Language Arts. Realities in Reading. Expanding a Culture of Writing. History—Social Studies. Foreign Language. Education in the Arts. Physical Education and Health.
Multicultural Education. Technology and Exponential Change. Thinking Skills. Improving Listening Skills. Improving Speaking Skills. English Language Learner Education. Leadership for Socially Diverse Groups. Accommodating Diversity. Innovation and 21st-Century Learning. Professional Learning and Technology. Case Study: Developing and Sharing Strategies. Differentiated Instruction. Types of Individualized Instruction. Enhancing Teaching and Learning.
PreK and Early Childhood. Social and Economic Considerations. Digital Citizens. Global Connections: Third Culture Kids. Case Study: Response to Intervention Issues. Exclusive access to various full-text SAGE journal articles that support and expand on the concepts presented in the chapters.
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Good questions and exercises. Professor Carole Levy. Report this review. Dr Randy Hetherington. Key features. End of chapter activities help readers explore specific leadership actions and include topics such as social media, gender issues, and technology security.
An expanded discussion on STEM and Code to the Future demonstrates how the culture of education is continuing to be redefined. A focus on the changes in curriculum theory in the 21st century provides a deeper understanding of how theory serves as a catalyst for change and higher academic achievement. An emphasis on the implications of the Every Student Succeeds Act ESSA centers on new ways to improve and restructure existing courses, units, and lessons.
Boxed features highlight special topics and provide opportunities for in-depth coverage of research. Examples include biographies of influential theorists or detailed examinations of issues such as how adversity alters child outcomes, children's credibility as eyewitnesses, children of immigrant families, the effects of divorce on children, the criminal culpability of juveniles, identity processes in multiracial individuals, gay and lesbian couples and their families, gender differences in STEM fields, leadership development in women and men, the burden of caring for elderly relatives, cross-cultural differences in funeral rituals, and many others.
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Key content changes include: New - Clear and comprehensive coverage of emerging data on the biological and neuropsychological underpinnings of development. Revised - Revamped and extended explanations of stress, its role in development, and its effects on behavior at every life stage.
New - New topics with special importance to helping professionals, including the nature of translational research Ch. Revised - Expanded coverage of the best empirical work on the implications for development of cultural, ethnic, and socioeconomic contexts.
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Videos and animations bring key concepts to life, helping students place what they are reading into context. Flashcards help students review key terms and concepts. Students can use pre-built flashcards or create their own to study how they like. New to This Edition. Key content changes in The Life Span include: Introductory vignettes in each chapter that help students see the relevance of chapter content for their own lives and those of the people they serve. Clear and comprehensive coverage of emerging data on the biological and neuropsychological underpinnings of development.
Revamped and extended explanations of stress, its role in development, and its effects on behavior at every life stage. New topics with special importance to helping professionals, including the nature of translational research Ch. Expanded coverage of the best empirical work on the implications for development of cultural, ethnic, and socioeconomic contexts.
Fully updated research and applications to practice are included in all chapters. Table of Contents 1. At that stage they also have a problem of reversibility. They can reverse mental operations. For example, it is incomprehensible that two plus three is the same as three plus two. The transformational reasoning does not quite work. This reasoning means to understand how one state transforms to another when observing an event having a sequence of changes The Concrete Operations Stage The third period of a cognitive development — second of the childhood — is the concrete operations.
That happens in the middle childhood, from 7 to 11 or 12 years. Many of the errors of logic, as they were in the first two periods, tend to disappear and are replaced by more logical thinking. According to Turner and Helms, children can understand the principle of 15 Donald B. Helms and Jeffrey S. Same amount of liquid in different form of containers are seen as the same at this stage.
They also improve in the domain of classification, which is the ability to understand the concept of subclasses, classes, and class inclusion, says Turner. When it comes to class inclusion, they now understand that in a basket of more roses that tulips, there are still more flowers than roses because the roses are a subclass of the flowers.
Previously, they would make a mistake by thinking that there are more roses than flowers. In terms of seriation, a child at this stage might understand ordering in sequence For instance, they may understand that while arranging from small to big, a small object may be smaller than another but bigger than a third one.
Also, they have a more comprehension of numbers, such as ordinal properties and cardinal properties. In fact, that occurs in teenage years and continues toward adulthood. They are getting more cognitive maturity. They get more problem-solving strategies such as deductive or hypothetico-deductive reasoning and inductive reasoning.
That creates self-consciousness and leads to either inflation or deflation of their esteem and self-confidence. David Cohen argued against his work because that for the fact it was all experimented between and , he thinks that his work has been invalidated by subsequent work Yet, authors think his work is still relevant today.
However I would still have some question marks and make some remarks on the generality of the system. First, teaching children between six in eleven years with drama and role play is an effective method because at this stage they have less comprehension of concepts. Instead of giving them a definition of love, it is better to get them in a play where they can experience the act of love. They will remember more from experiencing love than the definition. In fact, in the context of Christian or biblical teaching, learning is more living than knowing.
Other methods that can help to make their learning effective are visual aids, arts and music, and nature experiences. For instance, a group of eleven year old sitting together to discuss an indirect question about who should they obey will give different opinions about the topic.
Through the process, all of them will realize that their own opinions are not the only opinion. Remember that opinion at this stage is based on personal experience. Since they surely will not have the same life experiences, they will provide divergent ideas. The one who had maybe seen his father getting a ticket for passing a stop-sign may mention police officer as an authority to obey. Another who only experienced a punishment of not being allowed to play with his toy as a result of his disobedience may think that parents are the only one to obey.
From there, one will learn that there are many authorities to obey, but not only what he thought. Social interaction helps them to think more objectively and reduce their egocentrism.
Consequently, problem-solving can be another effective method. In a class, if the professor creates a situation where the children need to think and come up with solutions, it will provoke them to recall what they already know.
The professor will be able to weight what they have retained from specific thoughts. They will do it without being aware of the process.
The professor can lead discussions to the right path. Finally, other methods such as getting the learner response by making him elaborate more on meaning can clarify his current conception of his word and the meaning he puts in them. Remember that at certain age, father or mother for example, family, riding bicycle, play and different games can have meaning based on experiences. More explanations they give, more they are expressing the conceptions. Whereas other factors may impact their ways and time of functioning, generally speaking, all the four stages the sensorimotor stage, the preoperational stage, the concrete operations stage and the formal operations stage are still relevant in life from infancy to adolescence.
They all manifested in any normal child. Developmental Theories through the Life Cycle, ed. New York: Columbia University Press, Beard, Ruth M. New York, Basic Books, Inc, Carpenter, G.
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