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Practice Middle Childhood The Objective Term Paper

(Novick, 1996) According to Novick practices that are developmentally appropriate and that contain culturally relevant teaching are: "...well grounded in human development and brain-based research..." (1996) The teacher must understand that today's schooling: "...takes place in a wider political context, one in which currently there is a great deal of anxiety and controversy regarding the nature of schooling, the economy, and our society, itself." (Novick, 1996) Schorr (1990) states that "methods and materials that promote active, experiential, inquiry based, cooperative learning activities lend themselves to accommodating a wide range of abilities and interests." (as cited by Novick, 1996) SUMMARY AND CONCLUSION

It is critically important that the teacher of the middle-childhood classroom understand and apply in the classroom practice the theories as set out in this research in order to motive the students both on a group and individual level in their acquisition of knowledge and learning.

Bibliography

Bowers, C.A. & Flinders, D.J. (1990). Responsive Teaching. New York: Teachers College Press.

Bowman, B.T. (1992) Reaching potentials of minority children through developmentally and culturally appropriate programs. In S. Bredekamp & T. Rosegrant (Eds.), Reaching...

Washington, DC: National Association for the Education of Young Children.
Bowman, B.T. (1994). The challenge of diversity. Phi Delta Kappan, November, 218-224.

Bowman, B.T. & Stott, F.M. (1994). Understanding development in a cultural context: The challenge for teachers. In B. Mallory & R. New (Eds.), Diversity and developmentally appropriate practices. New York: Teachers College Press.

Harris, Robert (1991) Some Ideas for Motivating Students Online available at http://www.virtualsalt.com/motivate.htm.

Novick, Rebecca Ph.D. (1996) Developmentally Appropriate and Culturally Responsive Education: Theory in Practice. Child and Family Program Northwest Regional Educational Laboratory Online available at http://www.nwrel.org/cfc/publications/DAP2.html

Schnorr, R. (1990). "Peter? he comes and goes..." First graders' perspectives on a part-time mainstream student. Journal of the Association of Persons with Severe Handicaps, 15(4), 231-240.

Teachers of Middle Childhood (2002) Licensing Rules - Division of Professional Standards IDEA Net online available at http://www.doe.state.in.us/dps/standards/MiddleChildDevStds.html.

Application of Theory to Practice: Middle Childhood

Sources used in this document:
Bibliography

Bowers, C.A. & Flinders, D.J. (1990). Responsive Teaching. New York: Teachers College Press.

Bowman, B.T. (1992) Reaching potentials of minority children through developmentally and culturally appropriate programs. In S. Bredekamp & T. Rosegrant (Eds.), Reaching potentials: Appropriate curriculum and assessment for young children. Washington, DC: National Association for the Education of Young Children.

Bowman, B.T. (1994). The challenge of diversity. Phi Delta Kappan, November, 218-224.

Bowman, B.T. & Stott, F.M. (1994). Understanding development in a cultural context: The challenge for teachers. In B. Mallory & R. New (Eds.), Diversity and developmentally appropriate practices. New York: Teachers College Press.
Harris, Robert (1991) Some Ideas for Motivating Students Online available at http://www.virtualsalt.com/motivate.htm.
Novick, Rebecca Ph.D. (1996) Developmentally Appropriate and Culturally Responsive Education: Theory in Practice. Child and Family Program Northwest Regional Educational Laboratory Online available at http://www.nwrel.org/cfc/publications/DAP2.html
Teachers of Middle Childhood (2002) Licensing Rules - Division of Professional Standards IDEA Net online available at http://www.doe.state.in.us/dps/standards/MiddleChildDevStds.html.
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