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| Instructional Innovation | 2 |
| Student Development | 2 |
| Teaching Models | 2 |
| Age Differences | 1 |
| Anthropology | 1 |
| Bias | 1 |
| Classroom Techniques | 1 |
| Critical Reading | 1 |
| Critical Thinking | 1 |
| Cultural Awareness | 1 |
| Developmentally Appropriate… | 1 |
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| Pelander, Jim | 1 |
| Wolff, Mary Anne | 1 |
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| Guides - Classroom - Teacher | 2 |
| Journal Articles | 2 |
| Information Analyses | 1 |
| Opinion Papers | 1 |
| Reports - Descriptive | 1 |
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My Transition from Conventional to More Developmentally Appropriate Practices in the Primary Grades.
Peer reviewedPelander, Jim – Young Children, 1997
Describes a primary teacher's experience with implementing developmentally appropriate practice. Documents the process of changing teaching methods, abandoning ability grouping in reading, giving children significant choices, following children's progress, staying informed and sharing with colleagues, informing parents, and evaluating teaching…
Descriptors: Age Differences, Developmentally Appropriate Practices, Educational Strategies, Instructional Effectiveness
Peer reviewedWolff, Mary Anne – Educational Leadership, 1986
Recommends the frame of reference method in helping students learn to recognize bias in the questions an author asks, the evidence gathered, and the conclusions drawn. Describes a high school writing-anthropology unit on the Kung San society. Discusses the potentials, problems, and school-linked constraints in using frame of reference models. (IW)
Descriptors: Anthropology, Bias, Classroom Techniques, Critical Reading
