Developmentally Appropriate Curriculum and Instruction: Pedagogy for Knowledge, Attitudes, and Value


Developmental Learning TheoriesThe Constructivist View of LearningPiaget’s Theory of Cognitive DevelopmentSchemataCognitive Equilibrium/DisequilibriumPiaget’s Stages of Cognitive DevelopmentSensorimotor StagePreoperational StageConcrete Operations StageFormal OperationsVygotsky’s Sociocultural Theory of DevelopmentLearning in the ZPDBronfenbrenner’s Bioecological Theory of DevelopmentErikson’s Theory of Psychosocial DevelopmentMaslow’s Hierarchy of Human NeedsBehaviorism and Social Learning TheorySummaryBibliographyPositive Behavioral Interventions and SupportsWhat Are Multi-Tiered Systems of Support?What Are the Origins of PBIS?How Did Individual PBIS Evolve into School-Wide PBIS?What Is School-Wide PBIS?What Does PBIS in a Classroom Look Like?Tier One in the Classroom: Creating a Calm, Safe, Responsive, and Inclusive ClassroomWell Organized Physical SpaceOrganization of Schedule and RoutinesEstablishing, Teaching, and Reinforcing Classroom Rules and Expected BehaviorsActive Adult Supervision and Corrective FeedbackPlanning and Implementing High-Quality InstructionTier Two and Tier Three in the ClassroomSummaryReferencesEngaging Students’ Learning and Thinking Through ReadingEngagementTheoretical Underpinnings of Academic EngagementMotivationFlow and Optimal Learning EnvironmentThe Zone of Proximal DevelopmentHow Do We Engage Students’ Thinking Using Poetry?Benefits of Using Poetry: Developing Literacy SkillsSummaryReferencesLanguage and Literacy DevelopmentThe Theories of Language DevelopmentBehaviorist TheoryThe Nativist TheoryThe Interactionist TheoryLanguage StructuresThe Foundation for Literacy DevelopmentEmergent LiteracyImplementing and Encouraging Emergent Literacy in the CurriculumCreating a Quality and Rich Literacy EnvironmentLearning Materials and ActivitiesChildren’s BooksParental InvolvementThe Approches to Teaching Reading and WritingSecond Language AcquisitionBilingualism and MultilingualismSimultaneous BilingualismSequential BilingualismSituational Code-SwitchingBrain Hemisphere in Bilingual and Multilingual ChildrenEffects of Bilingualism and CognitionSummaryReferencesMathematicsMathematical Content Knowledge for TK-6 Elementary Pre-Service TeachersNumbers and OperationsGeometryProbability and StatisticsTasks Promoting Right Mathematical AttitudesTasks that Develop a Growth MindsetTasks that Develop Uncertainty for Learners and Enhance LearningImportance of Errors, Uncertainties, and StrugglesSelecting Mathematical Tasks with ContextRealistic Contextual Problem SolvingTasks Reflecting Socio-Cultural PerspectiveWhat Can Go Wrong in Selecting Contextual Tasks?Cultivating Successful Mathematics LearnersDeveloping Productive Mathematical IdentityPromoting Mathematical AgencyFostering Mathematical Problem SolvingSummaryReferencesSocial and Emotional Learning(Re)Discovering the importance of Social and Emotional LearningSome Useful FrameworksThe CSEFEL PyramidThe Jones FrameworkStrategies for EducatorsFederal and State Standards and PoliciesCommon SEL Curricula for Elementary SchoolGender, Socioeconomic Status, Ethnic Minority Status, and SELSummaryReferencesMovement, Visual, and Performing ArtsDocuments that Guide Instruction in Physical EducationMovement DevelopmentTeaching and Planning for the Variety of Developmental MovementSocial Justice and DiversityVisual and Performing ArtsNational StandardsCreatingPerforming! Presenting! ProducingApplication in VAPA Classrooms DanceCross-Curricular ApplicationApplication in VAPA ClassroomsCross-Curricular ApplicationConnectingMulticultural EducationSummaryReferencesEmbracing Diversity to Humanize the Classroom EnvironmentEmbracing Student Diversity for a Humanizing ExperienceSharing Power for Inclusive and Equitable Classroom EnvironmentsCritiquing Our Presence in the ClassroomBravery in Advocating for the VoicelessNoteReferencesDevelopmental Diversity in the ClassroomWhat Is a Developmentally Diverse Inclusive Classroom?What Does a Strengths-Based Inclusive Classroom Look Like?How Do Teachers Develop an Inclusive Strengths-Based Perspective?What Does the Law Say About Educating Students with Disabilities in School?How Do We Define Students with Disabilities?How Do We Teach Students with Disabilities in the Classroom?SummaryReferencesAssessment and EvaluationPurpose of AssessmentStandards for LearningAssessment PracticesChallenges of Assessing ChildrenAssessment of the Whole Child: Formative and Summative PracticesFormative Assessment PracticesSummative Assessment and High-Stakes TestingJudging the Quality and Utility of AssessmentsReferring Children for Special Education TestingChild Find PolicyWhen to Refer Children for Special Education TestingSpecial Education Eligibility Testing Through a Multi-Tiered Systems of Support FrameworkUnderstanding Cognitive Test ResultsImplications for Teaching and LearningAssessing Special PopulationsDual Language LearnersChildren with Low-Incidence DisabilitiesMeasuring Quality in Elementary School SettingsSchool and Classroom ClimateFidelity of Instructional PracticesRedefining Assessment in Modern ClassroomsReferencesParent, Families, and Community EngagementBenefits of Family EngagementRelationship Between Educators and FamiliesShort-Term Benefits for the ChildLong-Term Benefits for the ChildDiversity of Families and Attitudes about SchoolingCultural Backgrounds of FamiliesFamily StructuresCommunity/Neighborhood and School ClimateTheoretical Frameworks Contributing to EngagementEcological Systems Theory: Urie BronfenbrennerFamily Systems TheorySchool, Family and Community Partnership Model: Joyce EpsteinApplication of PracticesCommunication between Educators and FamiliesWays to ParticipateSupport for FamiliesSummaryReferencesEducational Policy in ContextThe Importance of ContextEducational Policy: Purpose and ProcessEducational Policy EcosystemHistorical Federal Policies in ContextElementary and Secondary Education ActThe Breadth of ESEA: A Key UnderstandingBilingual Education ActMigrant Education ActIndian Education ActEducation for All Handicapped Children ActImproving America’s Schools ActNo Child Left BehindEvery Student Succeeds ActUncertain Times: Suspension of Accountability Requirements under ESSACurrent State Initiatives and Policies in ContextThe Common Core State StandardsA Developmentally Informed Common Core State Standards ApproachNext Generation Science Standardsst-Century LearningThe Practitioner in ContextPolicy and the Teacher Certification ProcessPathways to Teacher CertificationExamining Educational CourseworkContinuing Professional DevelopmentArticulating Personal IdeologyDeveloping a Critical Policy LensSummaryReferences
 
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