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Practice What You Teach: Writers' Lunch Club in First Grade
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McCarry, Beth; Greenwood, Scott – Young Children, 2009
McCarry, a first grade teacher, formed a voluntary writing group, Writers' Lunch Club, that met the developmental and individual needs of children and inspired enthusiasm and writing success. In the article, she explains the guidelines, compares the club's writing strategies with those in the classroom, and lists tips and benefits.
Descriptors: Writing Strategies, Clubs, Writing Skills, Grade 1
Reflections of a Teacher.
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Roosen, Joan – Young Children, 1992
Presents a teacher's reflections on the need to know about, and talk with parents and other teachers about, the benefits of using a child development-based, whole language, thematic approach to teaching in the primary grades. (BB)
Descriptors: Developmentally Appropriate Practices, Educational Innovation, Elementary School Teachers, Parent Teacher Cooperation
Teachers Need Developmentally Appropriate Practices Too.
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Vartuli, Sue; Fyfe, Brenda – Young Children, 1993
Maintains that early childhood teacher evaluation practices urgently need reform and that effective practices should (1) draw on multiple data sources, including peers, parents, children, administrators, and teachers themselves; (2) view teacher growth as an ongoing process; (3) examine individualized goals and methods; and (4) involve teachers as…
Descriptors: Developmentally Appropriate Practices, Early Childhood Education, Elementary School Teachers, Evaluation Criteria
"How Do We Know When We're There?" One School District's Journey toward Developmentally Appropriate Practice.
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Saab, Joy Faini – Young Children, 2001
Chronicles the experiences of a rural West Virginia school district as it moved toward implementing developmentally appropriate practices in kindergarten through Grade 2. Examines the development of a plan for assessment and professional growth, and recommendations of the K-2 task force. Describes how four professional development goals were…
Descriptors: Developmentally Appropriate Practices, Early Childhood Education, Educational Practices, Elementary School Teachers
The Case of Seymore: How Long Does It Take for a Beginning Teacher to Be So Shaped by the Pressures of a School That Best Practice Gets Lost?
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Ambery, Mary Elizabeth – Young Children, 1995
Discusses the issues of best practice, guidance of young children, teacher supervision, power, and rewards in the context of developmentally appropriate practice. Examines a true story about a conflict-laden school situation as an opportunity to explore the dynamics of perspective taking, roles and relationships, turbulent and uncertain…
Descriptors: Case Studies, Developmentally Appropriate Practices, Discipline Problems, Educational Practices
Improving Language Instruction in the Primary Grades: Strategies for Teacher-Controlled Change.
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Hatch, Amos J. – Young Children, 1992
Offers primary school teachers, supervisors, in-service specialists, and administrators guides for improving language instruction using a model that values teachers' professional judgment and encourages change in small, comfortable steps. These guidelines are used in the Tennessee State Department of Education Whole Language Pilot Project designed…
Descriptors: Basal Reading, Beginning Reading, Demonstration Programs, Developmentally Appropriate Practices
Structure Time and Space to Promote Pursuit of Learning in the Primary Grades.
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Gareau, Marianne; Kennedy, Colleen – Young Children, 1991
Discusses the use of time and space in primary classrooms, referring to what is known about how young children learn best. Discusses four steps to organizing the classroom. (BB)
Descriptors: Child Development, Class Organization, Developmentally Appropriate Practices, Elementary School Students
How Can the Teaching Intern Deal with the Disparity between How She Is Taught to Teach and How She Is Expected to Teach in "Real World" Primary Grades?
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Carter, Gloria J. – Young Children, 1992
Focuses on the problems and conflicts experienced by a teacher intern who was attempting to implement a developmentally appropriate discovery curriculum into a direct-instruction primary grade classroom. (BB)
Descriptors: Basal Reading, Conflict of Interest, Conflict Resolution, Developmentally Appropriate Practices