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Grounds for play: Sound,safe, and sensational 总被引:1,自引:0,他引:1
Programs that make a difference in young children's lives do not happen by accident. Rather, these are the result of careful planning, ongoing and systematic evaluation, and the hard work of dedicated professionals. Quality programs are characterized by a developmentally appropriate curriculum, an experienced and informed staff, and a built environment which optimizes children's growth and development through play. 相似文献
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Curriculum Design Strategies in Emergent Literacy: The Role of Developmentally Appropriate Literature Selections 总被引:1,自引:0,他引:1
Pauline Davey Zeece 《Early Childhood Education Journal》2010,37(5):345-350
Literature-rich interactions provide strategies that help emergent readers to develop knowledge about print, including the
production and recognition of letters, and generate familiarity with the basic purposes and mechanisms of reading. Yet teacher
understanding of these multiple dimensions of emergent literacy does not ensure that a child will break the code and learn
to read. Effective teachers, administrators, and curriculum specialists integrate a variety of information to formulate design
principles and develop and implement developmentally appropriate curriculum and concomitant teaching strategies. Gunn and
colleagues in the National Center to Improve the Tools of Education Report (1995) suggest this may include conspicuous strategies, scaffolding, strategic integration, primed background knowledge, and thoughtful
review. The relationship among these four curriculum design strategies and developmentally appropriate literature selections
are discussed. Twelve current children’s books are suggested for consideration when implementing various curriculum strategies
with emergent literacy learners. 相似文献
106.
This report sets out the procedures followed in developing a set of science items to test a variety of intellectual skills deemed important in secondary school science and then analyzing them in order to examine their construct validity in relation to a technique of evaluation which analyzes the way in which individuals structure their responses to previously learned material (Biggs & Collis, 1982). The items covered the four sciences commonly taught in Australian schools, Geology, Biology, Physics, and Chemistry. Each item followed the superitem format devised by Cureton (1965) and consisted of a stem followed by four questions. Each group of four questions was devised so that they formed a hierarchy of difficulty levels. Nineteen of the items finally accepted as meeting the initial criteria were arranged for group testing to enable a validation trial to be carried out. The analysis showed that the items had construct validity in terms of the theory and were viable for testing certain science skills at the High School level. Implications of the study point to a need for further investigations in both the curriculum and teaching areas of school science. 相似文献
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