A Guide to curriculum development and course of study for elementary schools of Los Angeles county.
Material type:
TextPublication details: California : The Los Angeles County Board of Education, c1965Description: xxiii, 487 pages : illustrations ; 29 cmSubject(s): EDUCATIONLOC classification: LB 1575.5 .L8 1965
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LRC - Graduate Studies | National University - Manila | Gen. Ed - CEAS | General Circulation | GC LB 1575.5 .L8 1965 (Browse shelf (Opens below)) | c.1 | Available | NULIB000012763 |
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| GC LB 1140.4 .L54 2013 Education and the environment : creating standards-based programs in schools and districts / | GC LB 1140.4 .P48 2013 Endless opportunities for infant and toddler curriculum : a relationship-based approach / | GC LB 1140.35 .C74 .G55 2005 The giant encyclopedia of transition activities for children 3 to 6 : over 600 activities created by teachers for teachers / | GC LB 1575.5 .L8 1965 A Guide to curriculum development and course of study for elementary schools of Los Angeles county. | GC LB 1620.5 .L55 1970 The Teacher's role in counseling / | GC LB 1727.15 .T426 2002 Teacher education in turmoil : quest for a solution / | GC LB 1731.4 .D375 2003 Teachers mentoring teachers : a practical approach to helping new and experienced staff / |
Includes bibliographical references and index.
Chapter 1. Planning for children: a point of view -- Chapter 2. Working at enduring purpose -- Chapter 3. Language arts -- Chapter 4. Foreign language -- Chapter 5. Music -- Chapter 6. The Visual arts -- Chapter 7. Homemaking education -- Chapter 8. Industrial arts -- Chapter 9 . Healthful living -- Chapter 10. Mathematics -- Chapter 11. Science education -- Chapter 12. Social studies.
This volume appears at a time of transition marked by a pervasive increase in the pace of change. In an atmosphere of optimism, in spite of the uncertainties created by change, the curriculum of the elementary school is being reassessed, its purposes more searchingly examined, and its role between the preschool and secondary school periods of growth and learning more clearly defined. In the reassessment, the trend toward involvement of administrators, curriculum consult-ants, teachers, parents, other interested citizens, and the learners themselves has also increased. Involvement has sharpened the need for systematic ways of exploring questions and problems, such as providing the time for face-to-face discussions and for research and evaluative studies.
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