Descriptor
Source
Childhood Education | 12 |
Author
Wassermann, Selma | 12 |
Publication Type
Journal Articles | 12 |
Opinion Papers | 12 |
Reports - Descriptive | 2 |
Guides - Classroom - Teacher | 1 |
Reports - Research | 1 |
Education Level
Audience
Practitioners | 1 |
Teachers | 1 |
Location
Canada | 1 |
Japan | 1 |
United States | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Wassermann, Selma – Childhood Education, 1987
Presents observations of how a particular teacher education program, the Open Education Alternative Program at Simon Fraser University in British Columbia, Canada, incorporates the acquisition of teaching skills into the "reflective" practice of these skills. (BB)
Descriptors: Education Majors, Foreign Countries, Higher Education, Program Descriptions
Peer reviewed
Wassermann, Selma – Childhood Education, 1986
Maintains that teachers can help students achieve personal power (autonomy) through emphasis on real tasks that involve thinking. Illustrates how this may be incorporated into classroom practice through two teaching strategies: incorporating higher-order thinking tasks--comparing--into the school day; and inviting children to offer their ideas.…
Descriptors: Cognitive Processes, Elementary Education, Elementary School Curriculum, Elementary School Students
Peer reviewed
Wassermann, Selma – Childhood Education, 1985
Identifies technological changes and the implications of computer-based learning for students and classroom activities. Presents person-oriented goals that teachers might implement in the classroom (based on a vision of the future) and encourages individual teacher's self-appraisal to close the gap between real and idealized classroom functioning.…
Descriptors: Affective Behavior, Change Agents, Change Strategies, Cognitive Ability
Peer reviewed
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
Peer reviewed
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
Peer reviewed
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
Peer reviewed
Wassermann, Selma – Childhood Education, 1988
Maintains that it is necessary to compare different educational practices and teaching strategies before choosing a practice or strategy for a particular situation. Offers as an example the possibility of the United States adopting the teaching strategies of the Japanese educational system. (BB)
Descriptors: Comparative Analysis, Comparative Education, Decision Making, Educational Practices
Peer reviewed
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
Peer reviewed
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
Peer reviewed
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
Peer reviewed
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
Peer reviewed
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