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Teaching Children Literature, 2002.
Conceptual analysis of the literature on storytelling and child development in relation to reader response and and structural models of instruction in literature appreciation. Includes the development of an integrated model.
4,467 words (approx. 17.9 pages), 13 sources, APA, $ 116.95
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Abstract
This paper develops a perspective on the structural and reader response approaches to literature appreciation that is based upon empirical findings observed in research into the influence of storytelling on child development. To this end, this report first reviews the literature on how storytelling can influence the social, cognitive, and psycho-emotional development of children as well as its basic influence on learning. This examination of the effects of storytelling on child development is followed by an explication of both the structural and the reader response approaches to teaching literature appreciation. Based on the review of all of this material, the report discusses each theory in terms of the support or lack of support offered for it by the storytelling-child development literature. Where relevant, this discussion is used to modify, hone and refine theory into a new model of instruction (The Integrated Model) in literature appreciation, a model that focuses on storytelling as a mode of instruction and that incorporates elements and postulates of both the reader response model and the structural model.
From the Paper
"Effects of Storytelling on Social Development. There is a good bit of literature that supports the notion that storytelling can strongly contribute to both very young and older children's social and psychosocial development. For example, Pellowski (1990) reports that research has shown that stories inform children about the lives, the dreams, the hopes, the problems, the tensions and the conflicts of diverse social and ethnic groups. In this way, storytelling helps familiarize children with how groups of people, some of them which may be very different than the group children were raised in, perceive life and its events.
Simultaneously, while informing of group differences, storytelling serves the function of maintaining a sense of the human community by telling the story using universal themes common to all. In other words, storytelling operates to broaden children's view of the world and the diverse societies it while also emphasizing the social ties that bind communities and groups of people together."
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"Teaching Children Dance", 2008.
This paper provides a book review of "Teaching Children Dance" by Theresa Purcell Cone and Stephen L. Cone.
913 words (approx. 3.7 pages), 1 source, MLA, $ 32.95
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Abstract
The paper examines the book, "Teaching Children Dance", which advises teachers of children from kindergarten to fifth grade how to teach dance in a meaningful and educational way. The paper relates that the text contains dance lessons that are simple enough to teach children, but still contains an overview and a philosophical belief in the value of dance as an art form. The paper maintains that this book should be read by all elementary school teachers anxious for practical advice on incorporating dance into their lesson plans, creating dances and explaining the need for dance to parents and administrators.
From the Paper
""I can't dance." How many times have you heard an adult say this, at a party or even at a family function like a wedding? Probably many times. How many times have you heard a child say this? Probably never. How do we lose this fluidity of motion and love of our own physical capabilities? Some might say that it is lost because school forces children to sit all day in their seats in an unnatural posture, and hems in their natural, human love of movement. One solution to this dancing dilemma is provided by the engaging, practical and informative text Teaching Children Dance."
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Teaching Autistic Children, 2008.
This paper explores teaching strategies for children with autism.
1,589 words (approx. 6.4 pages), 5 sources, APA, $ 51.95
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Abstract
The paper discusses the creation and maintenance of effective teaching strategies and programs for children with autism. The paper looks at adult-directed teaching, child-directed teaching, visual supports, the reward system and imitation as a developmental tool. The paper also discusses the argument of the home vs. the traditional classroom setting for educating autistic children. The paper notes that, for those children who are only slightly or moderately afflicted with autism, the classroom, under the guidance of a trained professional and with the assistance of parents, appears to be the best environment for instruction and education.
Outline:
Child-Directed Teaching
Visual Supports
The Reward System
Imitation
From the Paper
"As any well-trained professional will attest to, the overall development of effective teaching strategies for children with autism is only a section of the continuing struggle over whether or not to include autistic children in a normal educational environment as one would find in any public school in the United States. Thus, there continues to be much debate concerning the argument by some that the home of an autistic child should be the prime environment for education as opposed to the other argument that autistic children should be included in classrooms with their "normal" peers. Within the last ten years or so, this situation has altered greatly, due to a number of clinical studies which have shown that young children with autism (5 to 7 years of age) when placed in a "normal" classroom environment do indeed respond favorably. However, controversy and disagreement abound and as Karen S. Exkorn explains it, the main issue is "whether it is best to include autistic children in regular classrooms or to provide separate special education classrooms," all the while keeping in mind "the child's basic civil rights to be part of his/her community and the child's individual requirements for instruction" (2005, 67)."
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Teaching Children How to Read, 2002.
An overview of the techniques and effectiveness of using small groups to teach children how to read.
3,150 words (approx. 12.6 pages), 10 sources, $ 115.95
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Abstract
This paper is an examination of the effectiveness of using small groups in teaching children how to read. The techniques of phonics and whole language reading will be explored as a part of this overall research, particularly how each technique can be utilized in a small group setting. Small group reading techniques will be compared and contrasted against individual reading techniques, as well.
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Teaching Autistic Children, 2005.
A proposal for a study on teaching autistic children and how to improve their academic achievement levels.
1,350 words (approx. 5.4 pages), 12 sources, APA, $ 47.95
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Abstract
The proposed study examines whether the academic achievement of a sample of 10 to 13 year old, autistic children can be significantly improved through cooperative learning techniques.
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Teaching Non-Violence to Children, 2004.
An examination of methods of teaching non-violence to children.
1,025 words (approx. 4.1 pages), 3 sources, MLA, $ 36.95
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Abstract
This paper describes student responses to a movie program designed to teach core values of non-violence and tolerance and discusses these findings in the larger context of the juvenile criminal justice system and society.
From the Paper
"In my last eight years as a teacher at a juvenile detention facility, I have struggled to find meaningful ways to reach my students. Students are often highly resistant to both authority and advice from sources that they initiated a Friday afternoon movie program at the juvenile detention facility as a way to encourage nonviolence as a literary study. This format was chosen because it may be a way to introduce the concept of nonviolence in a way that is non-threatening and approachable for my students. Further, it masquerades as entertainment, encouraging participation in the program."
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Teaching Children to Read, 2002.
Learning examples of how to encourage children to read.
2,400 words (approx. 9.6 pages), 5 sources, $ 89.95
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Abstract
This paper discusses the topic of teaching children to read, including what skills are required to teach children to read and the best environment for teaching children in urban areas how to read.
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Teaching Struggling Children, 2002.
An examination and comparison of two articles - "Teaching Struggling Readers in Elementary School Classrooms" by Anne Duffy-Hester and "A Literacy Lesson Framework for Children with Reading Problems" by Susan Tancock.
1,125 words (approx. 4.5 pages), 2 sources, MLA, $ 38.95
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Abstract
This paper discusses how the assigned articles confront problems associated with teaching children with reading problems and present possible solutions. It shows how Susan Tancock offers a single framework for struggling readers she feels can yield better results by focusing on the children?s individual needs and interests. On the other hand, Anne Duffy-Hester examines the overall situation concerning teachers and struggling children focusing on prevalent problem areas in the field while offering several reading programs she feels are most successful when dealing with students who have reading difficulties.
From the Paper
"The Tancock article seems to be the most helpful as it provides teachers and tutors with tools that could be applied right away. She addresses the problems that struggling readers face and then offers a solution that can be adopted and put to use fairly easily. Tancock begins the article by pointing out that in some cases, the instructions struggling students receive may revolve around the accuracy in ?identifying sounds, letters, and words rather than the construction of reading? (Tancock 130). Another problem she addresses is the fact that some teachers often interrupt a student?s reading rather than encourage them to ?monitor their own reading? (Tancock 130)."
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Teaching Children with Attention Disorders, 2002.
This paper examines the effectiveness of modifications in classrooms and teaching methods used in working with children diagnosed with attention deficit disorder and attention hyperactivity disorder (ADD/ADHD).
1,675 words (approx. 6.7 pages), 4 sources, $ 54.95
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Abstract
This paper describes the National Education Association?s ten specific steps that can help ADD/ADHD students function well in the classroom. The author believes that many of the techniques that help ADD/ADHD students to focus and perform better also are useful in the general classroom. The author points out that knowing how to deal with an overactive or hyperactive child as part of a regular classroom experience can help the teacher become a better teacher overall. Classroom observation notes of a general education class and a special education class.
From the Paper
"A recent article in NEA Today estimated that 3 to 5 percent of all K-12 students suffers from some form of attention deficit problem (p. 4). One of the significant difficulties in studying the extent of the problem, however, lies in diagnosis. Attention deficit disorder (ADD) and attention deficit hyperactive disorder (ADHD) are both listed and defined as psychological disorders in the American Psychiatric Association's DSM-IV, but they are nevertheless difficult to diagnose precisely. In order to be diagnosed with either disorder, a child must have consistently exhibited at least six of the listed behaviors before the age of seven, whether or not the diagnosis occurred that early, in ways that interfere with functioning in at least two different kinds of settings, such as home and school. The behaviors must also not be the direct result of some other problem, such as anxiety disorder or identifiable stress; if a child is hyperactive as the result of a traumatic event, for example, then a diagnosis of ADD and/or ADHD may not necessarily be appropriate, even if many of the relevant behaviors are present."
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Teaching Low-Income Children, 2002.
Discusses ways in teaching disadvantaged children by using old methods to solve modern problems.
1,900 words (approx. 7.6 pages), 5 sources, $ 71.95
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Abstract
This paper presents some methods for teaching disadvantaged or low-income students. The paper separates strategies used in low-income schools (strengthening academic basics) from those used in middle-income districts with some low-income students (social support). All appropriate methods are based on the principle of tangible achievement as the primary motivator of student success.
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Teaching Methods for Autistic Children, 2002.
An overview of teaching methods for autistic children.
2,400 words (approx. 9.6 pages), 5 sources, $ 89.95
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Abstract
This ten-page undergraduate paper discusses different teaching methods and technique for children with autism. These children need individualized programs, which focus on the development of communication and social skills.
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Attention Deficit Hyperactivity Disorder Teaching Methods, 2005.
A look at the problem of Attention Deficit Hyperactivity Disorder (ADHD) in children and methods for teaching children suffering from this disorder.
2,475 words (approx. 9.9 pages), 25 sources, APA, $ 87.95
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Abstract
This paper describes and discusses various methods for teaching children with Attention Deficit Hyperactivity Disorder (ADHD). The paper also discusses the difficulties encountered by children with ADHD.
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Teaching Multiplication Using "Amanda Bean's Amazing Dream", 2008.
A discussion of how Cindy Neuschwander's book, "Amanda Bean's Amazing Dream", may help in teaching children multiplication.
1,175 words (approx. 4.7 pages), 2 sources, MLA, $ 40.95
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Abstract
This paper proposes an effective new approach to teaching students in Grades 4 to 6 multiplication, using Cindy Neuschwander's, book "Amanda Bean's Amazing Dream", which features the concept of multiplication as a shorter way to find an answer than counting. The paper explains that the book's approach involves teaching the children why one needs to learn the multiplication tables, since children are often preoccupied with the reasons they are asked to do things. The paper also explains that the book places emphasis on applying math to everyday real-life situations that children can relate to. To conclude, the paper maintains that "Amanda Bean's Amazing Dream" will help to motivate children towards learning multiplication by making it into something fun.
Table of Contents:
Introduction
A Three-Part Lesson Plan
Exploration
Overview
Conclusion
From the Paper
"Children in Grades 4 to 6 are more given to questioning and this can become a device in postponing work sessions, in asking why something is undertaken. Amanda Bean's Amazing Dream has appealing illustrations reinforcing the idea of a world of many particularities. Using the example above, if a city neighbourhood has 200 televisions in about 200 dwellings but the class estimates that there are perhaps 50 to 75 dogs, what does this tell us about how people live?
"Flash cards indicating equations of 5 x 6, for instance, or 7 x 2, should be incorporated into the day at more than one point. Most children can attend to a focused lesson but will welcome the card's reappearance, later on, as a very old method of 'saturation' that also helps to break up the day. The teacher makes the reminder that times tables are learned a little at a time beyond formal efforts to memorize tables in printed form, till students do not need to think each time but realize they can recall more equations. The teacher should state that no one learns them perfectly, this human touch of stating which table she may have to pause and think through each time helping the task of memorization seem less daunting."
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World Literature, 2002.
A discussion on the benefits and challenges of teaching world literature to high school students.
1,268 words (approx. 5.1 pages), 3 sources, MLA, $ 43.95
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Abstract
The average American reads less than one book a month and yet, watches at least six hours of television per day. This paper examines the advantages to high school students of studying world literature. It shows with reference to information sources how teaching world literature can have an influential impact on high school students' overall education, critical thinking and understanding of cultural and social issues and historic perspectives other than those reinforced by television programs.
From the Paper
"Because literature can be the catalyst for forming ideas and ideologies about human beings and societies, it can be a tool for students to learn values beyond the classroom. Literature obviously greatly influenced history and it can promote cultural values and views of the world that might otherwise be missed. Many students may never leave the confines of their own locale but world literature can bring them a solid base of knowledge for understanding human history, language and culture."
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Teaching Emotional and Social Skills, 2002.
This paper discusses that, instead of teaching under the traditional intelligence model, educators must take a more complex view of the process by which children learn and teach emotional and social skills.
4,070 words (approx. 16.3 pages), 17 sources, $ 109.95
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Abstract
The paper presents an extensive review of the literature on emotional and social intelligence theories, assessment and application. This paper stresses that all the problems of why children fail, despite demonstrating good intelligence, can be resolved if the emphasis is placed on educating the whole child.
Table of Contents
Theories of Emotional Intelligence
Learning Inhibitors
Personal Social and Health Education: PSHE
Future Directions
From the Paper
"Poor communication skills put children at risk of overall poor relationships with their peers ? which lead to more and more social and emotional problems, which in turn are likely to lead to intellectual problems. These, of course, in their turn, will make it more and more difficult for the child to acquire needed communication skills. As Lawrence (1988) argues, this is a cycle that must be, for the sake of the affected child, interrupted as quickly as possible."
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