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Wassermann, Selma – Childhood Education, 2017
In the recent past, during the 36 hours of required coursework necessary to become a certified teacher in the state of New York, not a single course deviated from the same model of teacher centered lectures and a long list of "to dos" that would presumably enable pre-service students to face 30 odd children in their own classrooms with…
Descriptors: Teacher Education Programs, Course Organization, Curriculum Design, Curriculum Development
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Wassermann, Selma – Childhood Education, 1984
Discusses four means/ends discrepancies, explaining why teachers who say they want to promote children's thinking behave in ways counterproductive to their goals. Discrepancies involve classroom materials, teacher/student interactions, pupil outcomes, and professional growth. (RH)
Descriptors: Cognitive Ability, Cognitive Processes, Elementary Education, Elementary School Students
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Wassermann, Selma; Zola, Meguido – Childhood Education, 1977
Outlines ways a teacher can promote and inhibit thinking in children, and provides a worksheet for self evaluation. (SB)
Descriptors: Cognitive Processes, Elementary Education, Teacher Effectiveness, Teaching Methods
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Wassermann, Selma – Childhood Education, 1976
Outlines nine steps to curriculum planning: specify learning outcomes; identify constraints; assess physical environment needs; identify classroom practices required to do the job; orient the pupils; select teaching materials; organize the learning experience; get daily feedback from classroom observations; and evaluate the outcomes. (ED)
Descriptors: Classroom Design, Curriculum Development, Curriculum Evaluation, Elementary Education
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Wassermann, Selma – Childhood Education, 1979
Examines the purposes of student evaluation and how they influence the daily life of the classroom. Discusses feedback to students and parents, minimum competencies, classroom observations, formal tests, and self-evaluation. (SS)
Descriptors: Classroom Observation Techniques, Educational Objectives, Elementary Secondary Education, Essays
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Wassermann, Selma – Childhood Education, 1992
Play allows children to make creative discoveries. This is a result of the fact that creation comes from tinkering and the absence of fear of failure, rather than from minds trained to follow what is already known. Suggestions for building a curriculum based on serious play are offered. (LB)
Descriptors: Class Activities, Creativity, Curriculum Development, Discovery Learning
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Wassermann, Selma – Childhood Education, 1990
Presents one teacher's experience of and reflections on the use of her teaching-for-thinking program as opposed to the traditional methods of teaching. (BB)
Descriptors: Case Studies, Conventional Instruction, Critical Thinking, Elementary School Curriculum
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Wassermann, Selma – Childhood Education, 1989
Describes a sixth-grade teacher's experiences in managing a student-centered classroom. The author describes her planning, the way in which she managed her initial disappointments and what she learned from them, and her ultimate success. (RJC)
Descriptors: Cooperative Learning, Curriculum Design, Elementary Education, Elementary School Students
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Wassermann, Selma – Childhood Education, 1985
Recommends to teachers practical and theoretical strategies, based on everyday classroom interactions, for dealing with the troubled child and for treating children as individuals. Suggests a closer professional relationship between teachers and supervisors, administrators, and academicians for appreciating teachers' roles and managing stress and…
Descriptors: Adjustment (to Environment), Children, Individual Characteristics, Individualized Instruction
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Wassermann, Selma – Childhood Education, 1992
Discusses a series of steps and strategies that teachers can use to work with and help "troubled" children. (BB)
Descriptors: Behavior Problems, Classroom Observation Techniques, Data Collection, Early Childhood Education
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Wassermann, Selma – Childhood Education, 1990
Teachers can give children a learning experience by (1) providing a concept; (2) selecting an activity; (3) generating a learning task; (4) formulating a cognitive challenge; (5) creating small groups; (6) debriefing the meanings learned; and (7) using the feedback to modify the original idea. (DG)
Descriptors: Elementary Education, Experiential Learning, Learning Activities, Teaching Methods
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Wassermann, Selma – Childhood Education, 1991
Discusses Louis E. Raths' educational theories and their implications for classroom teaching. Maintains that theories of children's empowerment have existed in Rath's work for 50 years. (BB)
Descriptors: Early Childhood Education, Educational Theories, Empowerment, Intervention
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Wassermann, Selma – Childhood Education, 1991
Maintains that discussions can become powerful forums of examination when teachers (1) know what it is they are teaching for; (2) know what ideas they hope students will understand; (3) thoughtfully apply principles of good questioning; and (4) are open to the self-scrutiny they need to improve their questioning skills. (BB)
Descriptors: Discussion (Teaching Technique), Early Childhood Education, Educational Objectives, Public Education
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Wassermann, Selma – Childhood Education, 1989
Discusses the importance of error as a mode of learning in the classroom. Argues that when children are not afraid of making errors, they are more likely than otherwise to take cognitive risks and raise provocative questions. (RJC)
Descriptors: Classroom Techniques, Learning Strategies, Student Evaluation, Teacher Role
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Manley-Casimir, Michael; Wassermann, Selma – Childhood Education, 1989
Describes a teacher education course which focused on study of critical incidents to analyze teachers' decision-making practices. A film which portrayed a teacher in decision-making crisis was viewed and later discussed in small groups. Teachers were asked to relate the film to personal experiences and to keep a journal during the course to…
Descriptors: Critical Incidents Method, Curriculum Development, Decision Making, Instructional Films
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