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Informationen zum Autor Christine Finnan holds a joint position as an associate professor in the Foundations, Secondary, and Special Education Department and the Anthropology Department at the College of Charleston in Charleston, SC. Prior to assuming this position, she was an associate professor in the Early Childhood, Elementary, and Middle Grades Department. In this capacity, she helped develop curriculum for a BS in elementary education, preparing graduates to work in second- to sixth-grade classrooms. Since 1990, Finnan has been involved in school reform initiatives, particularly the Accelerated Schools Project and more recently Partners for Acceleration. Using her anthropological lens, she examines the interplay between school and classroom culture and reform models. She works closely with teachers, observing in classrooms and providing professional development. Finnan coauthored Accelerating the Learning of All Children: Cultivating School, Classroom and Individual Change (Westview Press, 2000) with Julie D. Swanson and co-edited Accelerated Schools in Action: Lessons from the Field (Corwin Press, 1996) with Ed St. John, Jane McCarthy, and Simeon Slovacek and has published extensively in edited volumes and journals. Finnan's joint appointment reflects her academic training and scholarship. She became interested in studying education through her research on children's play and folklore. She completed a Master of Arts degree from University of Texas, Austin in anthropology and folklore. Her research focused on the study of third-grade children's spontaneous play. Finnan completed a PhD in education at Stanford University in 1980, focusing on anthropology and education. While at Stanford, she continued to study children's play, examining how Vietnamese refugee children used play to assimilate into a new culture. Klappentext Offering a child-centered approach for teaching 8- to 12-year-olds, this detailed resource discusses child development, instruction and assessment, and professional growth and advocacy.Offering a child-centered approach for teaching 8- to 12-year-olds, this detailed resource discusses child development, instruction and assessment, and professional growth and advocacy. Inhaltsverzeichnis Preface Purpose and Audience Background Organization of the Book Data Sources and Collection Acknowledgments About the Author 1. Why Focus on Upper Elementary Grades and Students? Upper Elementary Children and Grade Levels Defining Upper Elementary Teachers: Their Practice and the Profession Advocating for Upper Elementary Students 2. Development of 8- to 12-Year-Old Children Development as Learners Cognitive Development Language Development Development as Individuals and Members of Society Development of Sense of Self Autonomy and Relatedness Doing What Is Right Physical Development Refining the Broad Strokes of Generalizations 3. Children as Members of Groups Situating Group Differences: Biological, Cultural, and Societal Influences Biological Influences Cultural Influences Social, Historical, and Economic Influences Ethnic and Racial Group Affiliation Race and Ethnicity: Relation to Achievement Race and Ethnicity: Relation to Social Development Socioeconomic Group Affiliation Socioeconomic Influences on Achievement Socioeconomic Influences on Social Development English-Language Learners English-Language Learners and Achievement English-Language Learners and Social Development Gender Affiliation Gender and Academic Achievement Gender and Social Development Gender and Physical Development Exceptional Learners Achievement of Exceptional Learners Social Development of Exceptional Children The Holistic Child: Mixing Group Identiti...
