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James, Alisa R.; Bullock, Kerri – Journal of Physical Education, Recreation & Dance, 2015
Physical education teachers are expected to implement the English language arts (ELA) Common Core State Standards (CCSS) in their instruction. This has proved to be challenging for many physical educators. The purpose of this article is to provide developmentally appropriate examples of how to incorporate the ELA CCSS into physical education,…
Descriptors: State Standards, Physical Education, English, Language Arts
Dusenbury, Linda; Calin, Sophia; Domitrovich, Celene; Weissberg, Roger P. – Collaborative for Academic, Social, and Emotional Learning, 2015
In this brief we use the CASEL reviews of evidence-based programs to answer the question, "What do teachers and other adults actually need to do in the classroom and school to help students achieve the goals laid out in social and emotional learning (SEL) standards?" Specifically, we identify and describe four approaches that have been…
Descriptors: Evidence Based Practice, Instruction, Social Development, Emotional Development
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de Klerk, Danie; Spark, Linda; Jones, Andrew; Maleswena, Tshepiso – Journal of Student Affairs in Africa, 2017
Student success, faculty and university throughput, and the need for adequate and appropriate student support remain prevalent issues in the South African and global higher education sectors. Subsequently, the Faculty of Commerce, Law, and Management at a large South African university applied for Teaching and Development Grant funding in order to…
Descriptors: Undergraduate Students, Success, Holistic Approach, Intervention
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Ringsmose, Charlotte – Global Education Review, 2017
The international comparison and competitive focus on (academic) performance, together with the growing awareness that early years impact children's learning and development in education as well as over a lifetime, has resulted in heightened political interest in the learning of the youngest children. Politicians take action to achieve what they…
Descriptors: Global Education, Educational Change, Early Childhood Education, Foreign Countries
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Slavin, Robert E.; Chambers, Bette – Early Child Development and Care, 2017
Evidence-based reform is transforming education at all levels, both in providing effective models for use in schools and in linking policy to effective practice on a broad scale. As early education moves from a concern with effects of preschool versus no preschool to focus on creating and evaluating effective preschool models capable of improving…
Descriptors: Educational Change, Evidence Based Practice, Literacy, Economically Disadvantaged
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McLaughlin, Tara; Aspden, Karyn; Clarke, Linda – Early Childhood Folio, 2017
Social-emotional skills provide a critical foundation for learning and wellbeing in early childhood and beyond. In this article we present specific teaching strategies that teachers can implement within the context of supportive, responsive relationships to foster young children's developing social-emotional competence. The teaching strategies…
Descriptors: Foreign Countries, Social Development, Emotional Development, Well Being
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Nichols, Scott – Technology and Engineering Teacher, 2016
Preparing students to be competitive in the 21st century global economy is undoubtedly one of the major goals of all educators. Studies have shown that students who have an increased exposure to engaging STEM courses at the high school level are more likely to enter STEM majors at the collegiate level and, thus, STEM industries post-graduation…
Descriptors: Engineering Education, STEM Education, Secondary Education, High School Students
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Otálora, Yenny – The Mathematics Educator, 2016
In this article, I (a) illustrate how the K-2 CCSSM reflect the major findings from research studies carried out over the last 30 years on early mathematical abilities that indicate these standards are developmentally appropriate for young children, and (b) offer insights into some types of instructional strategies (e.g., student-centered…
Descriptors: Developmentally Appropriate Practices, Common Core State Standards, Elementary School Mathematics, Young Children
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Mohamed, Ahmed Hassan Hemdan; Al-Qaryouti, Ibrahim Amin – Early Child Development and Care, 2016
The purpose of this study was to explore whether preschool teachers' self-reported beliefs could predict their self-reported practices about developmentally appropriate practices (DAP). A related purpose was to examine whether classroom size and teachers' experience are significant predictors of their self-reported beliefs and practices. A total…
Descriptors: Correlation, Preschool Teachers, Teacher Attitudes, Developmentally Appropriate Practices
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Çer, Erkan; Sahin, Ertugrul – Journal of Education and Learning, 2016
The aim of this cross-sectional study is investigate to what extent acquainted prospective Turkish teachers are with qualified works of children's literature. A convenience sample of 146 university students studying at the Turkish teaching department at a university in the Central Black Sea Region completed a questionnaire to determine the…
Descriptors: Foreign Countries, Preservice Teacher Education, Preservice Teachers, Childrens Literature
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Davis, Allison; Griffith, Robin; Bauml, Michelle – Journal of Early Childhood Teacher Education, 2019
Decision-making is essential for the work of teaching. Preservice teachers must learn to leverage knowledge about young readers' strengths, needs, and interests in order to plan and teach guided reading lessons skillfully. However, limited research examines preservice teachers' decision-making based on what they know about individual children. In…
Descriptors: Preservice Teachers, Decision Making, Directed Reading Activity, Reading Instruction
Obiakor, Festus E., Ed.; Banks, Tachelle, Ed.; Graves, Jessica, Ed.; Rotatori, Anthony F., Ed. – IAP - Information Age Publishing, Inc., 2019
Early childhood education (ECE) has always been intertwined with the use of developmentally appropriate practice (DAP). To support excellence in ECE, it is critical how the knowledge about individual children and child development principles combined with the knowledge of effective early learning practices. Effective early childhood education…
Descriptors: Early Childhood Education, Disabilities, Developmentally Appropriate Practices, Teaching Methods
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Al-Dhafir, Mohammad – Reading Improvement, 2015
The purpose of the study was to examine the Kuwaiti first grade teachers' perceptions of developmentally appropriate practices in teaching reading and writing. To achieve the research purpose, a questionnaire was developed and administrated to 167 first grade teachers. Results revealed that first grade teachers hold moderate agreement towards…
Descriptors: Foreign Countries, Teacher Attitudes, Developmentally Appropriate Practices, Reading Instruction
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Van de Vondervoort, Julia W.; Friedman, Ori – Cognitive Science, 2015
Understanding ownership rights is necessary for socially appropriate behavior. We provide evidence that preschoolers' and adults' judgments of ownership rights are related to their judgments of bodily rights. Four-year-olds (n = 70) and adults (n = 89) evaluated the acceptability of harmless actions targeting owned property and body…
Descriptors: Preschool Children, Ownership, Adult Basic Education, Human Body
Weisberg, Deena Skolnick; Kittredge, Audrey K.; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick; Klahr, David – Phi Delta Kappan, 2015
Children, especially in the preschool years, learn a tremendous amount through play. Research on guided play demonstrates how schools can couple a curriculum-centered preschool program with a developmentally appropriate pedagogical approach to classroom teaching. However, to fully test this claim, we need a clear definition of the term…
Descriptors: Play, Preschool Children, Developmentally Appropriate Practices, Classroom Techniques
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