Open and distance educational institutions share a commitment to principles of access and flexibility which, in turn, reflect a set of foundational beliefs that shape learning activity. Housed within this broad mandate is an explicit recognition of the presence and value of mature learners’ prior learning.
Practitioners at Athabasca University have observed gaps between learners' romanticized views of past events and thepedagogical or cognitive contribution of those events to learning. The need to acknowledge and close these
In this literature review, the author outlines the relationship of family math and family literacy, explores the importance of play in developing early skills, and traces the mathematical development of early childhood. She reviews several large and small scale family math programs, and discusses common findings as to what makes these programs successful.
This book is a guide to developing and using a blended approach to learning. Blended learning combines the best features of face-to-face sessions with the flexibility of e-learning. This guide demonstrates how learners can blend the best resources, technology, and practices from the e-learning world into their particular settings.
"The Boys' and Girls' Literacy: Closing the Gap" project is unique in that it aims to develop strategies that would particularly have a positive impact on boys' literacy. This holds substantial merit in that the strategies and methodologies selected to address the literacy performance of boys would not disadvantage girls. These strategies included literature circles, male mentors, and providing boy-friendly reading materials.
In this document, you will find:
- cover page
- programmatic premises
- instructional premises
- background assumptions
- appendices, and
- pedagogical principles
While reading T. Scott Murray's article entitled "It's ok to cry wolf if the wolf is at the door: A rejoinder to Tom Sticht". The author couldn't help feeling a great deal of sympathy for Scott.
