When parents are "educated" in the middle school concept, they can be turned from critics into __________
Fill in the blank(s) with the appropriate word(s).
allies
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The difference between semantic and episodic knowledge is that a. semantic knowledge includes all "general truths," whereas episodic knowledge must be gained from experience
b. semantic knowledge must be gained from experience, whereas episodic knowledge includes all "general truths.". c. semantic knowledge is what we know about experiences linked to particular time referents, whereas episodic knowledge is what we know in the way of facts. d. semantic knowledge is what we know in the way of facts, whereas episodic knowledge is what we know about experiences linked to particular time referents.
Isabell, age 3, loved to play outside and climb on the slide, play hopscotch, and do the "Chicken" dance with her friends. These activities are called
A. computer technology skills. B. fine motor activities. C. locomotion. D. healthy habits.
School culture are deeply rooted in the institutional beliefs in the
a. training of beginning teachers. b. shared decision-making from all stakeholders. c. understanding the dominant culture d. collective development of the school mission.
Answer the following statement(s) true (T) or false (F)
1. Child play partners can act as a more competent other, tutoring and guiding another child's learning and development of new skills. 2. Instructional implications and practices were an important focus of Piaget's research and work with children. 3. A Reggio Emilia curriculum evolves through co-constructed collaborated learning activities where teachers, parents, and children trust each other to form learning communities so that everyone's learning is enhanced. 4. Play is used as a learning tool in Montessori, Reggio Emilia, HighScope, and Multiple Intelligences programs. Through these programs, children gain important skills and knowledge through play-based activities. 5. HighScope's Plan-Do-Review sequence that is utilized for children's interactions involves children planning (1) what items they want to interact with, (2) how they will interact with them, and (3) who will join them in these interactions.