Ways of Providing for Individual Differences.
This article describes various procedures through which schools ordinarily attempt to support and cherish the richness and variety of individual differences among children. Both the findings of scientific studies and the democratic value of respect for an individual suggest that differences in a gro...
| Publicado en: | Educational Leadership Vol. 11; no. 3; pp. 168 - 175 |
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| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Association for Supervision & Curriculum Development
Dec1953
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=18658871&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 18658871 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00131784 EDL jtl: Educational Leadership issn: 00131784 maglogo: N pubinfo: dt: Dec1953 vid: 11 iid: 3 pid: 69 pub: Association for Supervision & Curriculum Development artinfo: ui: 18658871 ppf: 168 ppct: 7 formats: tig: atl: Ways of Providing for Individual Differences. aug: au: Parker, J. Cecil Russell, David H. affil: Professor of Education, School of Education, University of California, Berkeley. su: Individual differences in children Ability grouping (Education) Continuous progress programs Child psychology Schools School children sug: subj: Individual differences in children Ability grouping (Education) Continuous progress programs Child psychology Schools School children ab: This article describes various procedures through which schools ordinarily attempt to support and cherish the richness and variety of individual differences among children. Both the findings of scientific studies and the democratic value of respect for an individual suggest that differences in a group of children should be studied and encouraged. Indeed, a good teacher's work may be described as cherishing differences. The division of a class group into smaller groups for instructional purposes has become a widely accepted practice in recent years, especially in the elementary school. The present-day approach to grouping suggests that it should be kept as flexible as possible and that children should work in a number of different groups during the school day. Grouping in a school or within a class is not usually effective unless it is accompanied by the use of varied materials suited to the needs and interests of the different groups. The use of time in the school day when children can make individual choices about their activities helps provide for the differences found in any group. pubtype: Periodical doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1953 holdings: @attributes: islocal: N |
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