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Improving Maths Pedagogy and Practice (IMPP) Scale

Improving Maths Pedagogy and Practice (IMPP) Scale

Denise Kingston; Iram Siraj; Judy Barrett

TAYLOR FRANCIS LTD
2025
sidottu
The Improving Maths Pedagogy and Practice scale (IMPP) is an innovative way of assessing and improving the quality and effectiveness of mathematics teaching in the first few years of primary or elementary schooling. It is informed by the evidence base of practice shown to improve children’s outcomes, and extensive professional development delivered by the authors.The IMPP supports both the ‘how’ and ‘what’ of teaching mathematics to young children, encourages positive dispositions towards maths, and addresses issues such as maths anxiety and disengagement. It focuses on teaching developmentally appropriate maths with understanding, using ‘maths talk’, child-friendly contexts, concrete, pictorial and abstract representations to their best effect.This unique measurement scale supports –the teaching of early mathematics in primary/elementary schools, using the evidence base of what works best to support fluency and masteryteachers’ content and pedagogical content knowledge of mathematics, including comprehensive sets of practical examplesquality improvement processes and self-assessment of the mathematics taught in classroomschildren learning mathematics with understanding, which also supports their engagement, enjoyment and achievementsresearchers, auditors and/or inspectors looking for a measure of mathematical quality and effectiveness in the classroomThe IMPP will help teachers and school leadership successfully develop their children’s mathematical understanding, reasoning and problem solving. Educators can use the scale for self-evaluation of their own practice, so they can build on what they already do well and improve where required. Leadership teams and mentors can use it to audit quality, support positive discussions and set effective development targets. The scale is particularly useful when supporting children living with disadvantage, and those with additional learning needs and maths anxiety.
Encouraging Physical Development Through Movement-Play

Encouraging Physical Development Through Movement-Play

Carol Archer; Iram Siraj

SAGE Publications Ltd
2015
sidottu
Movement-play, put simply, is encouraging physical activity in a child-led manner for the benefit of children's health, learning and wellbeing. This book looks at the theory behind the importance of movement and: how movement play links with all the areas of early childhood developmentphysical activity guidelines for young childrenpractical advice and photos to support implementation in settingshow to assess your own settinghow to best work with parents on this topiccomprehensive guidance on writing a physical development policy The early years is one of the critical periods in the establishment of physical behaviours and physical development is also one of the prime areas of the EYFS as well as other, global, curricula. A must-read for students on Early Childhood and Early Years courses and Early Years practitioners to improve their practice and understanding of psychical development for the benefit of young children.
Encouraging Physical Development Through Movement-Play

Encouraging Physical Development Through Movement-Play

Carol Archer; Iram Siraj

SAGE Publications Ltd
2015
nidottu
Movement-play, put simply, is encouraging physical activity in a child-led manner for the benefit of children's health, learning and wellbeing. This book looks at the theory behind the importance of movement and: how movement play links with all the areas of early childhood developmentphysical activity guidelines for young childrenpractical advice and photos to support implementation in settingshow to assess your own settinghow to best work with parents on this topiccomprehensive guidance on writing a physical development policy The early years is one of the critical periods in the establishment of physical behaviours and physical development is also one of the prime areas of the EYFS as well as other, global, curricula. A must-read for students on Early Childhood and Early Years courses and Early Years practitioners to improve their practice and understanding of psychical development for the benefit of young children.
ECERS-E: The Early Childhood Environment Rating Scale Curricular Extension to ECERS-R

ECERS-E: The Early Childhood Environment Rating Scale Curricular Extension to ECERS-R

Kathy Sylva; Iram Siraj-Blatchford; Brenda Taggart

Trentham Books Ltd
2010
pokkari
The ECERS-E is an instrument for measuring quality in literacy, numeracy, science and diversity as observable in pre-school in relation to child cognitive and social/behavioural developmental outcomes for children age 3-5. This book offers guidance on providing a quality environment in which young children and their learning can flourish.
Strategic Human Resource Management Policies

Strategic Human Resource Management Policies

Manish Awasthi; Mahek Iram Qureshi

Lap Lambert Academic Publishing
2025
pokkari
The integration of strategic management with higher education could effectively address this challenge. This research is motivated by the imperative of understanding and addressing this issue. Higher education, often referred to as post-secondary or tertiary education, represents the final stage of optional learning following secondary education. However, the precise context of the term "higher education" can sometimes be confusing to people.
Gode intentioner er ikke nok

Gode intentioner er ikke nok

Laila Lagermann; Iram Khawaja

Psykologisk Forlag
2022
nidottu
PLADS TIL FORSKELLIGHED.Lærere, pædagoger og skoleledere får flere og flere spørgsmål om diversitet og racisme i skoler og dagtilbud. Hvordan sikrer man minoritetsetniske elevers muligheder for at deltage på lige fod med andre børn og unge? Hvordan skaber man pædagogisk rum med plads til forskellighed?GODE INTENTIONER ER IKKE NOK viser i teori og praksis, hvordan man som professionel i skole og daginstitution kan skabe bedre vilkår for inklusion og diversitet. Det handler om pædagogisk social ansvarlighed, som er omdrejningspunktet for den nye tilgang, bogen præsenterer.Bogen sætter ord på og gør op med fem myter om racisme, diversitet, etnicitet, kultur og religion, som professionelle kæmper med i pædagogisk praksis:• Myte 1: Der findes jo ikke racisme i Danmark• Myte 2: Her ser vi ikke (farve)forskelle• Myte 3: Det er de minoritetsetniske børn, der er problemet• Myte 4: På vores skole er alle lige• Myte 5: Hvis bare man har gode intentioner …Bogen giver en lang række konkrete råd og anbefalinger til, hvordan man kan håndtere de svære spørgsmål og dilemmaer i hverdagen.GODE INTENTIONER ER IKKE NOK henvender sig til alle faggrupper på det pædagogiske og sociale område: lærere, pædagoger, skoleledere, vejledere, PPR-psykologer, familievejledere m.fl.Om forfatterne:IRAM KHAWAJA er lektor i pædagogisk psykologi med en ph.d. i socialpsykologi. LAILA LAGERMANN er uddannelses- og ungdomsforsker med en ph.d. i pædagogisk psykologi.