Experiences of Remedial Education in Irish Primary Schools



Название лота

Experiences of Remedial Education in Irish Primary Schools


Автор:

Linda Darbey


Издательство:

Книга по Требованию


Год издания:

2010


ISBN:

978-3-8383-7207-5


Описание:

 Experiences of Remedial Education in Irish Primary Schools Experiences of Remedial Education in Irish Primary Schools

The primary purpose of the study was to examine the perceptions of children, attending remedial classes, and those of their parents and teachers towards remedial education. The self-esteem and classroom behaviour of children attending remedial classes were also examined. Two Dublin primary schools participated in the study. Four questionnaires examining perceptions towards remedial education were completed by children, parents and teachers; and two standardised instruments to assess children's self-esteem and behaviour were completed by children and teachers respectively. Semi- structured interviews were conducted with children attending remedial classes and remedial teachers participated in an informal interview. The research found that the majority of children, parents and teachers perceived remedial education as helpful. Teachers reported that children attending remedial classes generally did not exhibit behavioural difficulties. Remedial teachers reported the behaviour of children more favourably than class teachers. The findings on the self-esteem of children attending remedial classes and those not attending were inconclusive.



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Toddlers as Mathematicians: A Case Study



Название лота

Toddlers as Mathematicians: A Case Study


Автор:

Shiree Lee


Издательство:

Книга по Требованию


Год издания:

2010


ISBN:

978-3-8383-5414-9


Описание:

 Toddlers as Mathematicians: A Case Study Toddlers as Mathematicians: A Case Study

The content of this book is the findings of a case study undertaken in an early childhood education and care setting in urban Auckland, New Zealand. This study explored the foundational mathematical thinking and behaviour of children aged between 12 months and three years while engaged in unstructured outdoor play experiences. The discussion regarding the findings of the case study shows how very young children (toddlers) explored their outdoor setting in a variety of mathematical ways. These findings are then described in terms of commonly recognised mathematical themes showing toddlers as competent and confident learners in thier outdoor setting.



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