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Reclaiming Social Studies for the Elementary Classroom is a new text that defines the core philosophy of viewing social studies from the cultural anthropological perspective. This perspective allows children to bring their own prior knowledge and experiences from their home culture to the social studies curriculum. This curriculum is a logical place to allow students the freedom to demonstrate learning through the arts. It is also a place where people show their cultural identities in celebration of traditions, ideals, rituals, and creative products.
California school finance resembles quantum physics in that both are extremely complex. California school finance has endured tremendous upheaval in the last three decades. Meeting the educational needs of an increasing and diverse student population remains a major challenge for the citizens of this state.
School Finance: A California Perspective:
Good teachers have the desire and ability to accept the challenge of meeting the needs of diverse students in the general education classroom if they are provided with the appropriate knowledge and resources.
Effective literacy instruction lies at the intersection of theory and practice. But how does one combine these principles to design and implement effective reading and writing lessons that are accessible, engaging, and practical?
Teaching Students with Special Needs: A Guide for Future Educators is written for a specific audience and may appear a bit different than some other popular and excellent textbooks on special education. It has tailored design, content, and writing style for an audience of aspiring educators who need a text to give them a solid foundation rather than an exhaustive summary.
Principal and superintendent program students are the future educational leaders of Texas.
Texas Public School Organization and Administration: 2020 provides future educational leaders with an effective background for success in leading a campus or district.
In the first edition of The Administration and Supervision of Special Programs in Education (2001), Gwen Schroth and Mark Littleton wrote: