La continuite du programme: L'elementaire en action (Program Continuity: The Elementary School in Action).

Institution	Alberta Dept. of Education, Edmonton. Language Services Branch.
Titel	La continuite du programme: L'elementaire en action (Program Continuity: The Elementary School in Action).
Quelle	(1992), (62 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	französisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-7732-0804-6
Schlagwörter	Leitfaden; Leitfaden; Unterricht; Lehrer; Administrator Role; Articulation (Education); Developmental Continuity; Elementary Education; Elementary School Students; Evaluation Methods; Family School Relationship; Foreign Countries; Integrated Activities; Learning Activities; Parent Participation; Program Implementation; Student Evaluation; Teacher Role; Teacher Student Relationship; Young Children; Canada + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Articulation; Artikulation (Ling); Artikulation; Aussprache; Entwicklungsprozess; Elementarunterricht; Ausland; Integrierender Unterricht; Lernaktivität; Elternmitwirkung; Schulnote; Studentische Bewertung; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Frühe Kindheit; Kanada
Abstract	This booklet was designed to assist elementary schools in developing and implementing strategies for program continuity. Chapter 1 provides an overview of theories of program continuity, discussing the concepts of continuity and integration. Chapter 2 considers ways in which teachers can promote program continuity in class. The chapter begins with a description of the first day of class to illustrate the effect of continuity on the classroom experience. The chapter also discusses the physical classroom environment, teaching strategies, learning centers, and the importance of teacher respect for students. Chapter 3 suggests ways for administrators to promote program continuity at the school level. The chapter focuses on school organization, learning materials, instructional decisions, and planning. Chapter 4 looks at links between home and school, and discusses ways of enhancing understanding and respect among families, schools, parents, and teachers. Finally, chapter 5 reviews methods of evaluating student development, including observation, portfolios, checklists, diagnostic tools, standardized achievement tests, meetings with students and parents, and self-evaluation. Each chapter concludes with a list of questions for discussion. Attachments include a 40-item bibliography, a chart listing theories of program continuity and related practices, a list of developmental indicators for children between the ages of 1 and 6, examples of classroom designs, information on the real world and everyday items as a source of learning, a continuum of possible parent involvement, and recommendations for parents. (AC)
Anmerkungen	Learning Resources Distributing Centre, 12360, 142e Rue, Edmonton, Alberta T5L 4X9, Canada.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC