The Upper Elementary Years: Ensuring Success in Grades 3-6Corwin Press, 2008 M10 29 - 232 pages Offering a child-centered approach for teaching 8- to 12-year-olds, this detailed resource discusses child development, instruction and assessment, and professional growth and advocacy. |
Contents
Chapter 1 Why Focus on Upper Elementary Grades and Students? | 1 |
Upper Elementary Children and Grade Levels | 4 |
Their Practice and the Profession | 5 |
Professional Support | 7 |
Advocating for Upper Elementary Students | 8 |
Chapter 2 Development of 8 to 12YearOld Children | 11 |
Development as Learners | 13 |
Cognitive Development | 14 |
School Role in Developing a Sense of Accomplishment | 98 |
Adult Expectations for Accomplishment | 99 |
Inviting Spaces and Warm Adult Relations | 100 |
Belonging within the Peer Network | 102 |
Extending the Sense of Belonging to Family | 103 |
Extending Belonging to the Community | 104 |
School Role in Engaging Students Academically Socially and Physically | 105 |
Physical Engagement | 106 |
Language Development | 18 |
Development as Individuals and Members of Society | 19 |
Development of Sense of Self | 20 |
Autonomy and Relatedness | 22 |
Doing What is Right | 23 |
Physical Development | 25 |
Refining the Broad Strokes of Generalizations | 26 |
Chapter 3 Children as Members of Groups | 29 |
Biological Cultural and Societal Influences | 30 |
Cultural Influences | 31 |
Social Historical and Economic Influences | 32 |
Ethnic and Racial Group Affiliation | 33 |
Relation to Achievement | 35 |
Relation to Social Development | 37 |
Socioeconomic Group Affiliation | 39 |
Socioeconomic Influences on Achievement | 40 |
Socioeconomic Influences on Social Development | 42 |
EnglishLanguage Learners and Achievement | 45 |
EnglishLanguage Learners and Social Development | 46 |
Gender Affiliation | 48 |
Gender and Academic Achievement | 49 |
Gender and Social Development | 50 |
Gender and Physical Development | 53 |
Achievement of Exceptional Learners | 54 |
Mixing Group Identities | 56 |
Chapter 4 Individual Developmental Differences | 59 |
Individuals as Learners | 62 |
Variation in Cognition and Intelligence | 63 |
Variation in Motivation to Learn | 64 |
Variation in Expressions of Creativity | 66 |
Variation in Development of SelfConcept and Social Competency | 67 |
Physical Variation | 69 |
Summary | 71 |
Chapter 5 Childrens Lives Outside of School | 73 |
The Multiple Contexts of Childrens Lives | 75 |
Family and Home | 76 |
Friends and Peers | 79 |
Neighborhood and Community | 82 |
Other Important Contexts | 86 |
How Children Spend Time Outside of School | 88 |
AdultOrganized Sponsored or Supervised Activities | 90 |
ChildDriven Activities | 91 |
Summary | 94 |
Supporting Accomplishment Belonging and Engagement | 95 |
School Culture Organizational Structures Policies and Procedures | 107 |
School Organization Policies Procedures and Resources | 108 |
Summary | 116 |
Supporting Accomplishment Belonging and Engagement | 119 |
Classroom Role in Developing a Sense of Accomplishment | 122 |
Social Accomplishment | 124 |
Physical Accomplishment | 126 |
Joy and Cooperation | 128 |
Democracy and Equity | 129 |
Care and Nurture | 130 |
Extending Community to Others | 132 |
Academic Engagement | 133 |
Social Engagement | 135 |
Physical Engagement | 137 |
Summary | 138 |
Chapter 8 Teaching and Learning | 141 |
Important Knowledge | 143 |
Addressing Student Interest and Knowledge | 146 |
Selecting or Designing Appropriate Assessments | 150 |
Assessing Students Prior Knowledge and Knowledge Assimilation | 152 |
Using Assessment to Meet Diverse Students Needs for Accomplishment Belonging and Engagement | 155 |
Delivering Instruction | 156 |
Teaching the Students | 158 |
Using Instruction to Meet Diverse Students Needs for Accomplishment Belonging and Engagement | 161 |
Issues Surrounding Teaching and Learning | 163 |
Aligning Content Assessment and Instruction to Promote Accomplishment Belonging and Engagement | 165 |
Developmentally Appropriate Practice Professionalism and Advocacy | 169 |
A Framework of Upper Elementary Developmentally Appropriate Practice | 171 |
Actions of Students | 172 |
Actions of Teachers | 173 |
Characteristics of the Teaching and Learning Process | 174 |
Professional Identity | 177 |
Becoming Upper Elementary Teachers | 178 |
Supporting Upper Elementary Teachers in the Profession | 179 |
National Board Middle ChildhoodGeneralist Certification | 180 |
Advocating for Upper Elementary Children | 181 |
Compiling and Encouraging Research on Upper Elementary Children and Teaching | 183 |
Examining Policies and Practices | 184 |
What Can You Do for Upper Elementary Children? | 187 |
Developmentally Appropriate Practice | 188 |
Advocacy | 189 |
191 | |
207 | |
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The Upper Elementary Years: Ensuring Success in Grades 3-6 Christine Finnan No preview available - 2008 |
Common terms and phrases
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