Creating Nongraded K-3 Classrooms: Teachers' Stories and Lessons Learned
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Many schools in the United States are considering moving from traditional, skill-based instruction to child-centred instruction in nongraded, primary classrooms. This book describes nongraded, primary programmes that illustrate developmentally appropriate practices for teaching young children. Seven critical attributes to these programmes are examined including multiage//multiability grouping, professional teamwork, positive parental involvement and authentic assessment.
AcknowledgementsContributorsCh. 1Reforming the Education of Young Children1Ch. 2We Are Here11Ch. 3Team Teaching: A Journey of Professional Bonding and Reflective Practice27Ch. 4Sea of Changes: Finding Sunken Treasures in Shark-Infested Waters37Ch. 5Assessment in a Nongraded Primary Program: Discovering Children's Voices and Talents47Ch. 6"Let the Wild Rumpus Start!": The Story of One Multi-age/Multi-ability Classroom67Ch. 7Multi-age, Multi-abilities: An Inclusive Primary Program83Ch. 8Learning to Assess: Teachers, Students, and Parents Together95Ch. 9Facing the Seven Critical Attributes113Ch. 10From Philosophy to Practice: A Continuous Struggle for Excellence131Ch. 11What About the Skills? Shouldn't I Be Teaching Them?141Ch. 12What a Difference a Year Makes149Ch. 13A Principal's Perspective for Educational Reform157Ch. 14Partnerships for Learners167Ch. 15Lessons on Creating Nongraded Primary Programs or Implementing Other Systematic Changes181Ch. 16Professional Development Possibilities189Bibliography197Index203
