Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Curriculum and Instruction (13)
- Teacher Education and Professional Development (9)
- Arts and Humanities (6)
- Science and Mathematics Education (5)
- Other Education (4)
-
- Physical Sciences and Mathematics (4)
- American Studies (3)
- Elementary Education and Teaching (3)
- Higher Education (3)
- Language and Literacy Education (3)
- Mathematics (3)
- Bilingual, Multilingual, and Multicultural Education (2)
- Curriculum and Social Inquiry (2)
- Dramatic Literature, Criticism and Theory (2)
- Educational Methods (2)
- English Language and Literature (2)
- Feminist, Gender, and Sexuality Studies (2)
- Literature in English, British Isles (2)
- Online and Distance Education (2)
- Secondary Education (2)
- Social and Philosophical Foundations of Education (2)
- Theatre and Performance Studies (2)
- Adult and Continuing Education (1)
- Adult and Continuing Education Administration (1)
- Communication (1)
- Communication Sciences and Disorders (1)
- Computer Sciences (1)
- Earth Sciences (1)
- Educational Administration and Supervision (1)
- Publication Year
- Publication
- Publication Type
Articles 31 - 32 of 32
Full-Text Articles in Education
Developing A Culturally Responsive Literacy Pedagogy: Preservice Teachers, Teaching Cases, And Postcard Narratives, Annmarie Alberton Gunn
Developing A Culturally Responsive Literacy Pedagogy: Preservice Teachers, Teaching Cases, And Postcard Narratives, Annmarie Alberton Gunn
USF St. Petersburg campus Faculty Publications
No abstract provided.
Parts Of The Whole: Is Everything Equally Important?, Dorothy Wallace
Parts Of The Whole: Is Everything Equally Important?, Dorothy Wallace
Numeracy
Two strategies are proposed for sorting out priorities and goals in education. At the college level the column argues that goals, and therefore requirements, should be set based on the desired knowledge base of the entire population rather than the individual. At the scale of a single K-12 classroom the column argues that priority be given to content requiring most instructor intervention, describing how the structure of class time and school activities would change as a result. Implementation of these strategies would lead to more efficient use of teacher’s time and effort, better allocation of systemic resources, and clarity of …