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Articles 1 - 4 of 4
Full-Text Articles in Social and Behavioral Sciences
A Secondary Mathematics Teacher's Perceptions Of Her Initial Attempts At Utilising Whiteboarding In Her Classes, Patricia A. Forrester, Carolyn Mcphail, Suellen L. Denny
A Secondary Mathematics Teacher's Perceptions Of Her Initial Attempts At Utilising Whiteboarding In Her Classes, Patricia A. Forrester, Carolyn Mcphail, Suellen L. Denny
Faculty of Social Sciences - Papers (Archive)
Excellent mathematics teachers establish learning environments that encourage students to actively engage with mathematics and foster co-operative and collaborative learning. Whiteboarding, using an erasable surface on which to work and share ideas, has been shown to increase student engagement, collaboration, and higher-order thinking. We report on one teacher's experiences as she introduces whiteboarding into her secondary mathematics classroom. The teacher reports increased student confidence and collaboration and we see a shift in her focus from concerns about classroom management, to a passionate recommendation to use whiteboarding in mathematics instruction.
Effective Pre-School And Primary Education 3-11 Project (Eppe 3-11): Variations In Teacher And Pupil Behaviours In Year 5 Classes, Pam Sammons, Brenda Taggart, Iram Siraj-Blatchford, Kathy Sylva, Edward Melhuish, Sofka Barreau
Effective Pre-School And Primary Education 3-11 Project (Eppe 3-11): Variations In Teacher And Pupil Behaviours In Year 5 Classes, Pam Sammons, Brenda Taggart, Iram Siraj-Blatchford, Kathy Sylva, Edward Melhuish, Sofka Barreau
Faculty of Social Sciences - Papers (Archive)
The EPPE 3-11 Project builds on the work of the earlier Effective Provision of Pre-School Education (EPPE) project, which was the first major longitudinal study in Europe to investigate the impact of pre-school provision on a national sample of young children, tracing their development between the ages of 3 and 7 years. EPPE 3-11 follows the same sample of 2500 plus children to age 11 years, the end of Key Stage 2 (KS2). This research brief reports the results of detailed observations of practice conducted in 125 Year 5 classes attended by EPPE children, and measures the variation in teachers' …
Variations In Teacher And Pupil Behaviours In Year 5 Classes, Pam Sammons, Brenda Taggart, Kathy Sylva, Edward Melhuish, Iram Siraj-Blatchford, Sofka Barreau, Laura Manni
Variations In Teacher And Pupil Behaviours In Year 5 Classes, Pam Sammons, Brenda Taggart, Kathy Sylva, Edward Melhuish, Iram Siraj-Blatchford, Sofka Barreau, Laura Manni
Faculty of Social Sciences - Papers (Archive)
The Effective Pre-school and Primary Education Project 3-11 (EPPE 3-11) involves a number of components of "Tiers" of research. Tier 1 involves the analysis of primary school effectiveness across all primary schools in England using value added approaches (Melhuish et al, 2006). Tier 2 focuses on following up the academic and social/behavioural progress of children in the original pre-school sample across Key Stage 2 of primary education (age 7 to 11 years). In the original EPPE research children were tracked from age 3 years to the end of Key Stage 1, at aged 7 years plus (see Appendix O for …
Effective Teaching In The Early Years: Fostering Children's Learning In Nurseries And In Infant Classes, Tricia David, Audrey Curtis, Iram Siraj-Blatchford
Effective Teaching In The Early Years: Fostering Children's Learning In Nurseries And In Infant Classes, Tricia David, Audrey Curtis, Iram Siraj-Blatchford
Faculty of Social Sciences - Papers (Archive)
This report will consider three questions:- what do we know about how young children learn? • what do we know about life in early years classrooms and schools? • do we have a vision for the future, and how should early years teachers be educated and trained in order that they provide excellent education for all?