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 Uncovering Promising Practices in School/University Partnerships. A Look at High-Performing Charter Schools
Наименование:

Uncovering Promising Practices in School/University Partnerships. A Look at High-Performing Charter Schools

автор John P. издательство Книга по Требованию Педагогика среднего специального образования
Cтраниц 240        мягкая обложка       
Аннотация:This book also sheds light on not only the benefits partnerships can provide schools, but what components are needed to make a partnership successful. Professors, administrators, and teachers in both public and private K-12 schools as well as colleges and universities can benefit from this book to create and enhance new partnerships to address a large range of pressing educational needs. In addition, the obstacles that can threaten a partnership are examined so they can be avoided. Partnerships between K-12 grade schools and colleges and universities not only provide benefits to the institutes of higher education that engage in them but assist K-12 schools in three main ways: (1) enriching curriculum offerings, (2) broadening teaching expertise, and (3) helping at-risk students stay in school. Because of their autonomy and greater likelihood to engage in innovation, this book used charter schools to investigate how school/university partnerships functioned in each of the three areas listed above and the results depict both quantitative and qualitative benefits. Improving school performance is a primary goal of educational systems not only in the United States but around the world.
Автор: John P.
Издательство: Книга по Требованию
Год:2009
Цена:
3214 руб
Нет в наличии
Поиск: Uncovering Promising Practices in School/University Partnerships. A Look at High-Performing Charter Schools
НОВЫЙ ГОД СИМВОЛ 2013 ГОДАУКРАШЕНИЯ
КАРНАВАЛ НА НОВЫЙ ГОД РАСПРОДАЖА
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Ролевые игры на уроках английского языка на основной ступени обучения в средней...

Wha will Khoma say? Pupil 3: I is o rai y oday, e c. Лялька – знак ситуації Перед класом з'являється незнайома лялька. Це створює стимул до діалогу – розпиту: “Wha is your ame? How old are you? Do you go o school? Wha marks do you ge a school?” і т.д. За діалогом випливає узагальнення усього, що учні довідалися про ляльку. Лялька – партнер, адресат мови Ось приклади ігрових завдань з лялькою в цій функції: eacher: We are all grow -ups, a d he dolls are our childre . ell your childre how hey mus cross he s ree . ell your childre o pu o warm clo hes because i is cold a d wi dy oday. ell your childre o read ( o walk he dog, o feed he ca , e c.) whe hey come home from school. Якщо при звичайній парній роботі такого роду половині групи приділяється роль слухаючих (часто пасивна), то за допомогою ляльки – партнера збільшується індивідуальний час говоріння учнів удвічі. Лялька – третій персонаж, об’єкт розмови Учитель може дати дітям таке завдання. eacher: “Your doll is ow big. I ca ru , i ca jump, i ca si g, i ca da ce. I ca do ma y hi gs. ell your frie d wha your doll ca do a d ask him wha his doll ca do.
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