Student achievement at the elementary level has become an issue of great academic and educational importance. This level of education is of utmost importance in order to ensure the effective future learning, growth, and adulthood of the children involved. It is therefore of great importance to ensure the highest possible student achievement at the elementary level. The literature has revealed, however, that there are so many components to the relationships among students and teachers at this level that it is difficult to determine precisely what is at the heart of students achieving better results during their elementary school careers. Some, for example, focus on teacher qualification, while others consider the relationship between the teacher and students in a classroom. One strategy, investigated by Bancroft (2010), is student collaboration. Although this is not a new strategy in terms of pedagogy, significant benefits could be derived in terms of focusing on elementary students. As mentioned, Bancroft's focus in studying collaborative learning is on elementary...
In terms of background, she explains that cooperative learning is a relatively long-standing educational technique relative to others. Collaborative learning has been subject to research since the 1980s. One benefit of this is that the technique has already proven successful both within and beyond the classroom. It therefore follows that the likelihood of it succeeding for elementary school learners is high. What remains for researchers to investigate is how this technique should be adjusted for the highest level of effectiveness in the elementary classroom.
One of the acts in the performance was composed of three African students who performed a traditional African dance. The thirteen-year-old students danced in a manner that was found by the writer of this work to be erotic in nature and contained dance moves that this writer found to be provocative in a sexual context. The clothing worn by the dancers was revealing in nature as well. It entered
Student Technology Teachers' Values and Assumptions: How They Impact on Teaching Practice" by Wendy J. Dow. The study that Dow conducted involved a phenomenological evaluation of student teachers' experiences of learning which led to her conclusions about the fixed nature and structure of knowledge. Even though the study methodology was unorthodox and limiting in some respects, the study findings appear to support Dow's conclusions regarding teacher education courses. The study
In my view, it is clear that the parents' decision to include their son in mainstream high school classes was a wise one. Even with their reservations, it appears that educational professionals agreed with this view. The disagreements are evidently mainly the result of philosophical differences, with educators being reserved about inclusion while parents were clearly overwhelmingly positive. I think greater alignment could have been achieved from the beginning if the
A change in any one of the factors has to be 'compensated' by changes in the other two" (p. 27). Consequently, the type of instructional practices that may be best suited for one learning venue will likely be unsuitable and therefore ineffective in another setting. The goal, then, is to identify the optimal mix of the three elements to produce instructional practices for each setting (Koehler et al., 2004),
Serving students with a full range of abilities and disabilities in the general education class room with appropriate in-class support is how Roach (1995) defines inclusion using this practice. Friend & Bursuck (1996) noted that children with disabilities are considered as full members of the classroom learning community in such setting with their special needs met there. Students with disabilities are helped to establish and maintain social networks and opportunities
Collaboration Teaching Methods A co-teaching plan can effectively address the educational needs of a diverse group of students in Audrey and Betty's class. Betty and Audrey have unique priorities and together they can better meet the needs of students with a wide range of abilities and needs. Therefore, the ultimate objective for co-teaching is to incorporate different teaching styles into one classroom. Co-teaching eliminates the need to segregate students into different
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