Teacher Perspectives And Practices in Two Organizationally Different Middle Schools
Teacher Perspectives And Practices in Two Organizationally Different Middle Schools
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In our eReader you can find the full English version of the book. Read Teacher Perspectives And Practices in Two Organizationally Different Middle Schools Online - link to read the book on full screen. Our eReader also allows you to upload and read Pdf, Txt, ePub and fb2 books. In the Mini eReder on the page below you can quickly view all pages of the book - Read Book Teacher Perspectives And Practices in Two Organizationally Different Middle Schools
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(Reed 5/22, 7) ■105- Yet like Mrs. Cassidy, she believed that the prerequisites for school success were somewhat beyond her control, thus differences in students were seen as inevitable and not as data for her use in instructional planning. Instructional planning originated with the curriculum to be taught, and not with the nature of the learners receiving the instruc- tion; hence, the curriculum-centered, rather than student-centered, classroom atmosphere. She described the different types of ...students she taught like this: Well, you have the ones that are interested, you have the ones that are after high grades, you have the ones that are parent-motivated and that's different from student-motivated.
You have those that are lazy. You have those that are ^ery intelligent and are not motivated at all. They are moti- vated only to the extent that you know, like if they pass, that's it. Oh, then you've got the ones that wish they weren't at school at all and they do everything they can to get out of school.
What to read after Teacher Perspectives And Practices in Two Organizationally Different Middle Schools?
You can find similar books in the "Read Also" column, or choose other free books by Doda, Nancy to read onlineMoreLess
To quickly assess the difficulty of the text, read a short excerpt:
(Reed 5/22, 7) ■105- Yet like Mrs. Cassidy, she believed that the prerequisites for school success were somewhat beyond her control, thus differences in students were seen as inevitable and not as data for her use in instructional planning. Instructional planning originated with the curriculum to be taught, and not with the nature of the learners receiving the instruc- tion; hence, the curriculum-centered, rather than student-centered, classroom atmosphere. She described the different types of ...students she taught like this: Well, you have the ones that are interested, you have the ones that are after high grades, you have the ones that are parent-motivated and that's different from student-motivated.
You have those that are lazy. You have those that are ^ery intelligent and are not motivated at all. They are moti- vated only to the extent that you know, like if they pass, that's it. Oh, then you've got the ones that wish they weren't at school at all and they do everything they can to get out of school.
What to read after Teacher Perspectives And Practices in Two Organizationally Different Middle Schools?
You can find similar books in the "Read Also" column, or choose other free books by Doda, Nancy to read onlineMoreLess
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