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Goodman, Joan F., Balamore, Usha
This new text is an exploration of classroom practices that demonstrates how a teacher captures the moral and academic aspirations of young children. While there are texts on moral education and on how to engage children in meaningful learning (e.g., the thematic or project approach), this text is unique because it blends the two in a readable and engaging fashion. The pedagogy assumes that young children naturally want to improve and have the capacity to improveboth academically and morallybut that these desires and capacities emerge only when the teacher selects unusually grand goals and themes that tap and hold the imagination and desires of children. This text takes readers into the classroom where they will see firsthand how the teacher is both directiveasking leading questions, offering suggestions and alternatives, and creating dissonanceand is non-directiveinviting children to pose their own questions and answers and to try out their own solutions. This classroom narrative focuses on the experience of one teacher over several years. The theory and pedagogy are woven into the description of the children's daily lives at school. The text supplements a traditional research-based text by translating theory into action. The reader, apprentice or veteran, becomes familiar with, and is inspired by, an account of deep dialogue and meaningful learning over three separate school years.Goodman, Joan F. is the author of 'Teaching Goodness Engaging the Moral and Academic Promise of Young Children' with ISBN 9780205348237 and ISBN 0205348238.
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Book condition guidelines
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Pages are clean and are not marked by notes, highlighting or fold.
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Pages are clean and are not marked by notes, highlighting or folds.
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Pages are intact and may have minimal notes and/or highlighting or folds.
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All pages and the cover is intact. The spine may show signs of wear. Pages include notes and/or highlighting.
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All pages and the cover is intact. Pages include considerable notes in pen or highlighter, but the text is not obscured.
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