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"Método de lectoescritura inclusivo: M. de la Oca. El lenguaje oral y escrito," junto con los volúmenes "Escucho y hablo, leo y escrito," "Los sonidos, las palabras y las frases" y "Palabras clave, sílabas y letras," forman un todo para el aprendizaje lectoescritor con un enfoque ecléctico basado en los principios socioconstructivistas. Consta de dos partes, por un lado trata de la fundamentación y programación que ha de tener en cuenta el docente en su trabajo diario y por otro, son los materiales personales adaptados que utilizan los estudiantes que lo requieran para la adquisición del aprendizaje lectoescritor. La primera consta de los capítulos Por qué y cómo enseñar en la diversidad y Desarrollo de las sesiones día a día. Cuentos, que son específicamente los recursos para el docente, ya que lo sitúa en el proceso y le orienta minuciosamente en su aplicación. Por qué y cómo enseñar en la diversidad, expone brevemente las bases de este proyecto y una propuesta de programación con los aspectos más importantes del mismo. Desarrollo de las sesiones día a día. Cuentos, explica pormenorizadamente la actividad diaria del docente y de los estudiantes que se desarrolla en el aula durante todo el proceso, la interrelación que se establece entre ambos y las experiencias que viven. La segunda parte la forman los recursos específicos Mi primer libro de cuentos. Cuentos con pictogramas, Cuaderno de vocabulario. Reseguir copiar y dibujar y Cuaderno de frases. Reseguir, copiar y dibujar, material fotocopiable, especialmente indicado para estudiantes con dificultades grafomotrices. Se corresponden con los cuentos resumidos de cada serie, el vocabulario y las frases que se trabajan en el aula colectivamente con los recursos Vocabulario con letra de imprenta y Frases con letra de imprenta. Con todo, conseguimos que los estudiantes amen la lengua, además de hacerlos sentirse los protagonistas de su aprendizaje. Los resultados e interés que manifiestan son evidentes, así lo corroboran las promociones que con este proyecto aprendieron.
Este volumen contiene tres de los recursos imprescindibles para el docente que está enseñando a leer y escribir y para los alumnos que aprenden. Cada uno hace referencia a cada una de las unidades lingüísticas en las que basamos este aprendizaje, como son los grafemas –fonemas, las palabras y las frases, bajo los títulos: “Alfabeto dactilológico”, “Vocabulario con letra de imprenta” y “Frases con letra de imprenta”. Se trata del material colectivo, que forma parte del “Método de lectoescritura inclusivo. M. de la Oca”. Con él han aprendido niños sin importar la discapacidad, dificultad, indistintamente e independientemente de su perfil psicológico, cognitivo, sensorial, afectivo o social. Todos los alumnos participantes de la experiencia se benefician, enriquecen y disfrutan con su utilización. Su planificación en la práctica docente debe ser una constante entre el resto de actividades programadas al fin. Deseo que lo disfrutéis como nosotros lo hacemos.
Recommendations by the National Council on Education Standards and Testing (NCEST) are provided concerning whether national standards and a system of assessments are desirable and feasible and how national standards and a system of assessments are to be developed and implemented. The NCEST found that the absence of explicit national standards keyed to world-class levels of performance severely hampers the ability to monitor the nation's progress toward the six national education goals. Without well-defined and demanding standards, American education has gravitated toward "de facto" national minimum expectations, with curricula focusing on low-level reading and arithmetic skills and on small amounts of factual material in other content areas. Most current assessment methods cannot determine if students are acquiring the skills/knowledge they need to prosper in the future. These assessments reinforce the emphasis on low-level skills and processing bits of data rather than on problem solving and critical thinking. It is concluded that high national education standards and a voluntary linked system of assessments are desirable and feasible mechanisms for raising expectations, revitalizing instruction, and rejuvenating education reform efforts for all American schools and students. The NCEST will work toward local commitment to high national expectation for achievement for all students, and toward developing Federal, state, and local policies that ensure high quality resources (instructional materials and well-prepared teachers). Acknowledgments; authorization for the NCEST; public comments; the six national education goals; and reports of the standards, assessment, implementation, English, mathematics, science, history, and geography task forces of the NCEST are appended. (RLC)
Comprehensive and targeted preparation for the GED Mathematical Reasoning Test.
Destined to transform its field, this volume features some of the most exciting feminist scholars and activists working within feminist political ecology, including Giovanna Di Chiro, Dianne Rocheleau, Catherine Walsh and Christa Wichterich. Offering a collective critique of the ‘green economy’, it features the latest analyses of the post-Rio+20 debates alongside a nuanced reading of the impact of the current ecological and economic crises on women as well as their communities and ecologies. This new, politically timely and engaging text puts feminist political ecology back on the map.
Looks at schools that have abandoned tracking--ability grouping of students--and discusses parental involvement, teacher training, and curriculum reform
This book pinpoints the impact of new technologies on language and communication, highlights the evolution and changes undergone by humanities in conjunction with technological innovation, and looks at how language has adapted to the challenges of today’s digitized world.
UCLA School of Medicine, Los Angeles Aimed at helping readers improve the accuracy of their survey, Litwin′s book guides in assessing and interpreting the quality of their survey data by thoroughly examining the survey instrument used. The book also explains how to code and pilot test new and established surveys. In addition, it covers such issues as how to measure reliability (e.g., test-retest, alternate-form, internal consistency, inter-observer, and intra-observer reliability), how to measure validity (including content, criterion, and construct validity), how to address cross-cultural issues in survey research, and how to scale and score a survey. "I found this work to be of very high quality with respect to both content and writing. It is commendable in terms of communicating and facilitating understanding of sometimes difficult concepts. It will make an excellent text for my introductory course on survey research and, I imagine, for many similar or related courses in the social sciences or education. All the pedagogical features, including the exercises, are excellent, and the level of writing throughout not only is appropriate for an introductory volume, but also engaging and lively." --Daniel U. Levine, Department of Education, University of Nebraska
The ways in which humans interact with their location is an important topic within sociological studies of religion. It is integral to the place of religion in secular society. 'The Location of Religion: A Spatial Analysis' offers an overview of the ways in which religion can be located within social, cultural and physical space. It examines contemporary spatial theory - notably the work of the influential sociologist Henri Lefebvre - and the many disciplines that have contributed to the spatial study of religion. This volume will be invaluable to all those interested in the role of religion in spatial analysis.