The Upper Elementary Years
Ensuring Success in Grades 3-6
Christine R. Finnan
- College of Charleston, USA
Purchase
eBook
ISBN:
9781452294162
Available from
January 0001
Paperback
ISBN:
9781412940993
Available from
January 0001
Description
"This book reminds me that I became a fifth grade teacher because that time in a child's life is amazing and critical. This book should be required reading for every teacher, especially ones going into the upper elementary grade levels."
—Tracy Pinnell, Fifth-Grade Teacher
Sheppard Accelerated Elementary School, Santa Rosa, CA
Help your upper elementary school students thrive and achieve!
A positive educational experience in the upper elementary years sets the stage for a child's long-term success in school. With increased testing and accountability requirements, upper elementary teachers are challenged to help students master required content while responding to each child's unique needs and way of learning. This inspiring book presents a child-centered teaching approach for Grades 3–6, one that helps build students' sense of confidence, belonging, and accomplishment.
Written by a passionate advocate for upper elementary students, this guide offers teachers detailed information about child development and effective teaching practices uniquely targeted for 8- to12-year-olds. Readers will find:
- A thorough look at how upper elementary children develop as learners, based on comprehensive research
- Teaching strategies and assessment techniques to help students master upper elementary curriculum
- A discussion of diversity issues, including race and ethnicity, gender, socioeconomic background, language, and exceptionalities
- Informative case studies and firsthand insights from students, teachers, and administrators
Gain the knowledge you need to grow professionally and serve your upper elementary students more effectively.
Contents
Preface
- Purpose and Audience
- Background
- Organization of the Book
- Data Sources and Collection
Acknowledgments
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 Identities
- 4. Individual Developmental Differences
- Individuals as Learners
- Variation in Cognition and Intelligence
- Variation in Motivation to Learn
- Variation in Expressions of Creativity
- Exceptional Variation
- Variation in Development of Self-Concept and Social Competency
- Physical Variation
- Summary
- 5. Children’s Lives Outside of School
- The Multiple Contexts of Children’s Lives
- Family and Home
- Friends and Peers
- Neighborhood and Community
- Other Important Contexts
- How Children Spend Time Outside of School
- Adult-Organized, Sponsored, or Supervised Activities
- Child-Driven Activities
- Summary
- 6. The School Environment: Supporting Accomplishment, Belonging, and Engagement
- School Role in Developing a Sense of Accomplishment
- Defining and Measuring Accomplishment
- Adult Expectations for Accomplishment
- Student Expectations for Accomplishment
- School Role in Developing a Sense of Belonging
- Inviting Spaces and Warm Adult Relations
- Belonging Within the Peer Network
- Extending the Sense of Belonging to Family
- Extending Belonging to the Community
- School Role in Engaging Students Academically, Socially, and Physically
- Academic Engagement
- Social Engagement
- Physical Engagement
- School Culture, Organizational Structures, Policies, and Procedures
- Summary
- 7. The Classroom Environment: Supporting Accomplishment, Belonging, and Engagement
- Classroom Role in Developing a Sense of Accomplishment
- Academic Accomplishment
- Social Accomplishment
- Physical Accomplishment
- Classroom Role in Developing a Sense of Belonging
- Belonging in a Community
- Joy and Cooperation
- Democracy and Equity
- Care and Nurture
- Extending Community to Others
- Classroom Role in Developing a Sense of Engagement
- Academic Engagement
- Social Engagement
- Physical Engagement
- Summary
- 8. Teaching and Learning
- Important Knowledge
- Addressing What Students Are Expected to Know
- Addressing Student Interest and Knowledge
- Using Knowledge to Meet Student Needs for Accomplishment, Belonging, and Engagement
- Selecting or Designing Appropriate Assessments
- Assessing Acquisition of Desired Knowledge
- Assessing Students' Prior Knowledge and Knowledge Assimilation
- Using Assessment to Meet Diverse Students' Needs for Accomplishment, Belonging, and Engagement
- Delivering Instruction
- Teaching the Content
- Teaching the Students
- Using Instruction to Meet Diverse Students' Needs for Accomplishment, Belonging, and Engagement
- Importance of Aligning Content, Instruction, and Assessment
- Putting the Pieces Together
- Issues Surrounding Teaching and Learning
- Aligning Content, Assessment, and Instruction to Promote Accomplishment, Belonging, and Engagement
- 9. Supporting Upper Elementary Students: Developmentally Appropriate Practice, Professionalism, and Advocacy
- A Framework of Upper Elementary Developmentally Appropriate Practice
- Actions of Students
- Actions of Teachers
- Characteristics of the Classroom Environment
- Characteristics of the Teaching and Learning Process
- Professional Identity
- Becoming Upper Elementary Teachers
- Supporting Upper Elementary Teachers in the Profession
- National Board Middle Childhood / Generalist Certification
- Advocating for Upper Elementary Children
- Compiling and Encouraging Research on Upper Elementary Children and Teaching
- Examining Policies and Practices
- What Can You Do to Help Upper Elementary Children?
- Developmentally Appropriate Practice
- Professional Identity for Upper Elementary Teachers
- Advocacy
References
References
Index
Index
Additional materials
Description
"This book reminds me that I became a fifth grade teacher because that time in a child's life is amazing and critical. This book should be required reading for every teacher, especially ones going into the upper elementary grade levels."
—Tracy Pinnell, Fifth-Grade Teacher
Sheppard Accelerated Elementary School, Santa Rosa, CA
Help your upper elementary school students thrive and achieve!
A positive educational experience in the upper elementary years sets the stage for a child's long-term success in school. With increased testing and accountability requirements, upper elementary teachers are challenged to help students master required content while responding to each child's unique needs and way of learning. This inspiring book presents a child-centered teaching approach for Grades 3–6, one that helps build students' sense of confidence, belonging, and accomplishment.
Written by a passionate advocate for upper elementary students, this guide offers teachers detailed information about child development and effective teaching practices uniquely targeted for 8- to12-year-olds. Readers will find:
- A thorough look at how upper elementary children develop as learners, based on comprehensive research
- Teaching strategies and assessment techniques to help students master upper elementary curriculum
- A discussion of diversity issues, including race and ethnicity, gender, socioeconomic background, language, and exceptionalities
- Informative case studies and firsthand insights from students, teachers, and administrators
Gain the knowledge you need to grow professionally and serve your upper elementary students more effectively.
Contents
Preface
- Purpose and Audience
- Background
- Organization of the Book
- Data Sources and Collection
Acknowledgments
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 Identities
- 4. Individual Developmental Differences
- Individuals as Learners
- Variation in Cognition and Intelligence
- Variation in Motivation to Learn
- Variation in Expressions of Creativity
- Exceptional Variation
- Variation in Development of Self-Concept and Social Competency
- Physical Variation
- Summary
- 5. Children’s Lives Outside of School
- The Multiple Contexts of Children’s Lives
- Family and Home
- Friends and Peers
- Neighborhood and Community
- Other Important Contexts
- How Children Spend Time Outside of School
- Adult-Organized, Sponsored, or Supervised Activities
- Child-Driven Activities
- Summary
- 6. The School Environment: Supporting Accomplishment, Belonging, and Engagement
- School Role in Developing a Sense of Accomplishment
- Defining and Measuring Accomplishment
- Adult Expectations for Accomplishment
- Student Expectations for Accomplishment
- School Role in Developing a Sense of Belonging
- Inviting Spaces and Warm Adult Relations
- Belonging Within the Peer Network
- Extending the Sense of Belonging to Family
- Extending Belonging to the Community
- School Role in Engaging Students Academically, Socially, and Physically
- Academic Engagement
- Social Engagement
- Physical Engagement
- School Culture, Organizational Structures, Policies, and Procedures
- Summary
- 7. The Classroom Environment: Supporting Accomplishment, Belonging, and Engagement
- Classroom Role in Developing a Sense of Accomplishment
- Academic Accomplishment
- Social Accomplishment
- Physical Accomplishment
- Classroom Role in Developing a Sense of Belonging
- Belonging in a Community
- Joy and Cooperation
- Democracy and Equity
- Care and Nurture
- Extending Community to Others
- Classroom Role in Developing a Sense of Engagement
- Academic Engagement
- Social Engagement
- Physical Engagement
- Summary
- 8. Teaching and Learning
- Important Knowledge
- Addressing What Students Are Expected to Know
- Addressing Student Interest and Knowledge
- Using Knowledge to Meet Student Needs for Accomplishment, Belonging, and Engagement
- Selecting or Designing Appropriate Assessments
- Assessing Acquisition of Desired Knowledge
- Assessing Students' Prior Knowledge and Knowledge Assimilation
- Using Assessment to Meet Diverse Students' Needs for Accomplishment, Belonging, and Engagement
- Delivering Instruction
- Teaching the Content
- Teaching the Students
- Using Instruction to Meet Diverse Students' Needs for Accomplishment, Belonging, and Engagement
- Importance of Aligning Content, Instruction, and Assessment
- Putting the Pieces Together
- Issues Surrounding Teaching and Learning
- Aligning Content, Assessment, and Instruction to Promote Accomplishment, Belonging, and Engagement
- 9. Supporting Upper Elementary Students: Developmentally Appropriate Practice, Professionalism, and Advocacy
- A Framework of Upper Elementary Developmentally Appropriate Practice
- Actions of Students
- Actions of Teachers
- Characteristics of the Classroom Environment
- Characteristics of the Teaching and Learning Process
- Professional Identity
- Becoming Upper Elementary Teachers
- Supporting Upper Elementary Teachers in the Profession
- National Board Middle Childhood / Generalist Certification
- Advocating for Upper Elementary Children
- Compiling and Encouraging Research on Upper Elementary Children and Teaching
- Examining Policies and Practices
- What Can You Do to Help Upper Elementary Children?
- Developmentally Appropriate Practice
- Professional Identity for Upper Elementary Teachers
- Advocacy
References
References
Index
Index
Additional materials
Reviews
October 2008 | 232 pages | Corwin
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Paperback | 27/02/2023 | 9781412940993 | $40.95 |
| Hardcover | 27/02/2023 | 9781412940986 | $90.95 |
| Lifetime | 27/02/2023 | 9781452294162 | $37.00 |
"This book reminds me that I became a fifth grade teacher because that time in a child's life is amazing and critical. This book should be required reading for every teacher, especially ones going into the upper elementary grade levels."
—Tracy Pinnell, Fifth-Grade Teacher
Sheppard Accelerated Elementary School, Santa Rosa, CA
Help your upper elementary school students thrive and achieve!
A positive educational experience in the upper elementary years sets the stage for a child's long-term success in school. With increased testing and accountability requirements, upper elementary teachers are challenged to help students master required content while responding to each child's unique needs and way of learning. This inspiring book presents a child-centered teaching approach for Grades 3–6, one that helps build students' sense of confidence, belonging, and accomplishment.
Written by a passionate advocate for upper elementary students, this guide offers teachers detailed information about child development and effective teaching practices uniquely targeted for 8- to12-year-olds. Readers will find:
- A thorough look at how upper elementary children develop as learners, based on comprehensive research
- Teaching strategies and assessment techniques to help students master upper elementary curriculum
- A discussion of diversity issues, including race and ethnicity, gender, socioeconomic background, language, and exceptionalities
- Informative case studies and firsthand insights from students, teachers, and administrators
Gain the knowledge you need to grow professionally and serve your upper elementary students more effectively.
Table Of Contents:
- 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 Identities
- 4. Individual Developmental Differences
- Individuals as Learners
- Variation in Cognition and Intelligence
- Variation in Motivation to Learn
- Variation in Expressions of Creativity
- Exceptional Variation
- Variation in Development of Self-Concept and Social Competency
- Physical Variation
- Summary
- 5. Children’s Lives Outside of School
- The Multiple Contexts of Children’s Lives
- Family and Home
- Friends and Peers
- Neighborhood and Community
- Other Important Contexts
- How Children Spend Time Outside of School
- Adult-Organized, Sponsored, or Supervised Activities
- Child-Driven Activities
- Summary
- 6. The School Environment: Supporting Accomplishment, Belonging, and Engagement
- School Role in Developing a Sense of Accomplishment
- Defining and Measuring Accomplishment
- Adult Expectations for Accomplishment
- Student Expectations for Accomplishment
- School Role in Developing a Sense of Belonging
- Inviting Spaces and Warm Adult Relations
- Belonging Within the Peer Network
- Extending the Sense of Belonging to Family
- Extending Belonging to the Community
- School Role in Engaging Students Academically, Socially, and Physically
- Academic Engagement
- Social Engagement
- Physical Engagement
- School Culture, Organizational Structures, Policies, and Procedures
- Summary
- 7. The Classroom Environment: Supporting Accomplishment, Belonging, and Engagement
- Classroom Role in Developing a Sense of Accomplishment
- Academic Accomplishment
- Social Accomplishment
- Physical Accomplishment
- Classroom Role in Developing a Sense of Belonging
- Belonging in a Community
- Joy and Cooperation
- Democracy and Equity
- Care and Nurture
- Extending Community to Others
- Classroom Role in Developing a Sense of Engagement
- Academic Engagement
- Social Engagement
- Physical Engagement
- Summary
- 8. Teaching and Learning
- Important Knowledge
- Addressing What Students Are Expected to Know
- Addressing Student Interest and Knowledge
- Using Knowledge to Meet Student Needs for Accomplishment, Belonging, and Engagement
- Selecting or Designing Appropriate Assessments
- Assessing Acquisition of Desired Knowledge
- Assessing Students' Prior Knowledge and Knowledge Assimilation
- Using Assessment to Meet Diverse Students' Needs for Accomplishment, Belonging, and Engagement
- Delivering Instruction
- Teaching the Content
- Teaching the Students
- Using Instruction to Meet Diverse Students' Needs for Accomplishment, Belonging, and Engagement
- Importance of Aligning Content, Instruction, and Assessment
- Putting the Pieces Together
- Issues Surrounding Teaching and Learning
- Aligning Content, Assessment, and Instruction to Promote Accomplishment, Belonging, and Engagement
- 9. Supporting Upper Elementary Students: Developmentally Appropriate Practice, Professionalism, and Advocacy
- A Framework of Upper Elementary Developmentally Appropriate Practice
- Actions of Students
- Actions of Teachers
- Characteristics of the Classroom Environment
- Characteristics of the Teaching and Learning Process
- Professional Identity
- Becoming Upper Elementary Teachers
- Supporting Upper Elementary Teachers in the Profession
- National Board Middle Childhood / Generalist Certification
- Advocating for Upper Elementary Children
- Compiling and Encouraging Research on Upper Elementary Children and Teaching
- Examining Policies and Practices
- What Can You Do to Help Upper Elementary Children?
- Developmentally Appropriate Practice
- Professional Identity for Upper Elementary Teachers
- Advocacy
- References
- Index
Recent Product Reviews:
"Finnan elaborates on the needs for educating upper elementary students: acknowledging their strengths, ensuring their engagement in learning curriculum content, and delineating the required professional development and supports for teachers."
Belinda Williams, Cognitive Psychologist, Miquon, PA
"This book introduces the complex, multifaceted world of the upper elementary school student. With so much focus on standards-based learning, teachers must consider the whole child. The author presents research showing that children come from distinct and different backgrounds that affect the way they approach learning. Educators can use this information to help these children navigate the complexities of their lives and the expectations placed on them."
Renee Ponce-Nealon, Third-Grade Teacher, McDowell Elementary School, Petaluma, CA
"This book reminds me that I became a fifth grade teacher because that time in a child’s life is amazing and critical. This book should be required reading for every teacher, especially ones going into the upper elementary grade levels."
Tracy Pinnell, Fifth-Grade Teacher, Sheppard Accelerated Elementary School, Santa Rosa, CA
"In most states, tests designed within the context of accountability mandates target students in Grades 3 through 8. The more we understand about middle childhood, the more we as educators are able to meet children's needs and the demands placed on educators by accountability legislation. The author makes a substantial contribution to this increased understanding."
Lorin W. Anderson, Distinguished Professor Emeritus, University of South Carolina