Accompanying Readings & Tools for Enhancing Classroom Approaches for Addressing Barriers to Learning: Classroom-Focused Enabling.

Institution	California Univ., Los Angeles. Center for Mental Health in Schools.
Titel	Accompanying Readings & Tools for Enhancing Classroom Approaches for Addressing Barriers to Learning: Classroom-Focused Enabling.
Quelle	(2001), (178 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Classroom Techniques; Cooperative Learning; Diversity (Student); Elementary Secondary Education; Experiential Learning; Grouping (Instructional Purposes); Higher Education; Inclusive Schools; Inservice Teacher Education; Learning Disabilities; Learning Strategies; Preservice Teacher Education; Special Needs Students; Student Evaluation; Student Motivation; Team Teaching + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Klassenführung; Kooperatives Lernen; Experiental learning; Erfahrungsorientiertes Lernen; Grouping; Gruppenbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Inclusive school; Integrative Schule; Lehrerfortbildung; Learning handicap; Lernbehinderung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lehramtsstudiengang; Lehrerausbildung; Sonderpädagogischer Förderbedarf; Schulnote; Studentische Bewertung; Schulische Motivation; Teamteaching
Abstract	This publication presents a set of readings and tools that accompany the education modules "Enhancing Classroom Approaches to Addressing Barriers to Learning: Classroom-Focused Enabling." Together, they delineate a preservice/inservice teacher preparation curriculum covering how regular classrooms and schools should be designed to ensure all students have appropriate opportunities to learn effectively. The readings directly expand on topics discussed in the education modules: what good teaching involves; engaging students in learning; real and valued options and decision making; general strategies for facilitating motivated performance and practice; special classroom assistance to engage, guide, and support students who need more; and beyond the classroom--roles teachers must play in enhancing a comprehensive approach for addressing barriers to learning. The toolkit is grouped into four of the six basic areas of the enabling component: classroom focused enabling (e.g., self-study survey, student-led conferences, and pre-referral process); support for transitions (self-study survey, examples of work in this area, and welcoming strategies for new students); home involvement in schooling (self-study survey and examples of work in this area); and community outreach for involvement and support (e.g., self-study surveys, examples of work in this area, and using volunteers effectively). (SM)
Anmerkungen	Center for Mental Health in Schools, School Mental Health Project, Department of Psychology, University of California Los Angeles, Los Angeles, CA 90095-1563. Tel: 310-825-3634; Fax: 310-206-8716; e-mail: smhp@ucla.edu; Web site: http://smhp.psych@ucla.edu.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC