| Description |
1 online resource (277 pages). |
| Series |
Renewing American Schools |
|
Renewing American schools.
|
| Note |
Print version record. |
| Contents |
Cover; Half Title; Title; Copyright; Contents; List of Tables and Figures; Acknowledgments; 1 Introduction and Overview; The Goals of Activity and Teaching; The Goals of Educational Reform: Excellence, Fairness, Inclusion, and Harmony; Can Schools Actually Provide Excellence, Fairness, Inclusion, and Harmony?; Unified Reform; Plan of the Book; Notes; 2 Transformed Classrooms: Description, Principles, and Criteria; Quality Criteria for Instructional Activity in Classrooms; Generic Principles for Effective Pedagogy; The Five Standards for Effective Pedagogy. |
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Necessary Conditions for the Effective Organization of Instructional ActivityCommon Values, Diverse Cultures; Conclusion; Notes; 3 Activity in Theory and Classroom; The Social Construction of Mind; The Organization of Social Relationships; Social Relationships: The Dynamics of Formation and Change; Changing Patterns of Relationship for Improved Teaching and Learning; Conclusion; Notes; 4 Patterns of Instructional Activity and Relationships; Propinquity: Affecting Inclusion, Fairness, and Harmony in Peer Relationships. |
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Instructional Activity: Affecting Inclusion, Fairness, and Harmony in Peer RelationshipsPeer Relationships, Friendship, and Academic and Social Excellence; Propinquity and Activity: Affecting Inclusion, Fairness, and Harmony in Teacher-Student Relationships; Propinquity, Activity, and the Quality of Teacher-Student Relationships; Teacher-Student Relationships and Academic and Social Excellence; Conclusion; Notes; 5 Culture and Instructional Activity; Culture and Expectations; Individualism and Collectivism; Role Expectations in the Classroom; Power; Language Genres and Codes in the Classroom. |
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Conclusion6 Designing the Organization of Instructional Activity; Grade Level, Diversity, and Content Area; A Developmental Model; Activity Settings; The Instructional Frame; Classroom Management; Phase 1: One to Four Weeks: Building an Academic Learning Community Using Activity Settings and Instructional Frame; Phase 2: Two to Three Weeks: Grouping for Independent and Simultaneous Activity; Phase 3: One to Two Weeks: Teaching and Learning in Activity Settings; Phase 4: Two to Three Weeks: Teaching Through Activity Settings. |
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Phase 5: Routine for the Rest of the Year: Teaching Through Instructional Conversation with Multiple, Simultaneous Activity SettingsConclusion; 7 Classrooms of Phase 5: Evidence, Vision, and Future; The Organizational System for Instructional Activity; Theory and Dynamics; Do Phase 5 Classrooms Achieve Excellence, Fairness, Inclusion, and Harmony?; Supporting Evidence; Shall We Improve Our Schools?; The Image of Schools in the Eyes of Educators and the Public; Preparing Teachers for Phase 5; Notes; Appendices; References; Index. |
| Subject |
Educational equalization -- United States.
|
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Inclusive education -- United States.
|
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School improvement programs -- United States.
|
| Added Author |
Estrada, Peggy.
|
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Dalton, Stephanie.
|
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Yamauchi, Lois, 1964-
|
| Other Form: |
Print version: Tharp, Roland. Teaching Transformed : Achieving Excellence, Fairness, Inclusion, And Harmony. Boulder : Taylor and Francis, ©1999 9780813322698 |
| ISBN |
9780429976575 |
|
0429976577 |
|
