Synopsis
By inviting the reader into the classroom of theme-immersion teachers, this text examines the approach of not imposing or controlling ideas, but actively participating in a community of learners. It shows the need for themes to emerge from the experiences and current needs of the students.
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About the Author
GARY MANNING has been at the University of Alabama at Birmingham for more than twenty years, studying the literacy development of children. Gary is also Teaching Editor of Teaching K-8.MARYANN MANNING was an elementary classroom teacher for 12 years and has been at the University of Alabama at Birmingham for more than 20, specializing in the literacy development of children. She is also a Teaching Editor of Teaching K-8. An advocate of child-centered learning, Maryann believes there is no time in educational history when the cause of classroom autonomy has been more threatened. She urges individuals and literacy organizations to protect children and teachers from scripted single cueing system programs and unconstitutional governmental intervention in the teaching of reading.ROBERTA LONG has been at the University of Alabama at Birmingham for more than twenty years, studying the literacy development of children.
"About this title" may belong to another edition of this title.
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Theme Immersion: Inquiry-Based Curriculum in Elementary and Middle Schools
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Theme Immersion : Inquiry-Based Curriculum in Elementary and Middle Schools
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Theme Immersion : Inquiry-Based Curriculum in Elementary and Middle Schools
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Theme Immersion: Inquiry-Based Curriculum in Elementary and Middle Schools
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