Lifelong education
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
Language and disability are not the only factors contributing to the diversity of
today's classrooms. Expanding the age range of those who qualify as "students"
is another recent development. Half or the majority of three- and four-year-olds
in many countries participate in some kind of educational program, such as full-
time daycare or part-time preschool (National Institute for Early Education
Research, 2006). Some public school divisions in North America have started to
include nursery or preschool programs as a more recent "grade level" that
comes before kindergarten. Others have extended kindergarten's hours, which
were first introduced in the 20th century, to include a full day of instruction.
Because preschoolers and older children clearly differ in maturity, most teachers
of the very young employ flexible, open-ended lesson plans and teaching
strategies. They also tend to build more intimate or familial relationships with
their young "students" than they do with older students (Bredekamp & Copple,
1997). However, the philosophical and educational concerns that early
childhood education has raised are equally significant. Some critics of schooling
wonder if daycare centers and preschools run the risk of becoming unsuitable
family replacements. On the other hand, some educators argue that older kids'
teachers can benefit from the adaptability and unstructured methods typical of
early childhood education. It is a debate that cannot be entirely or permanently
avoided by educators at any grade level. It resurfaces in the Student
Development section of this book (page 44), when I talk about the long-term,
significant improvements in students' abilities, knowledge, and attitudes.
Additionally, the opposite end of the age range has grown. Even if they do not
formally attend a university or college, many people continue to take classes
well into adulthood. In addition to public high schools, local community
colleges, and universities, adult education, as it is sometimes known, frequently
occurs in workplaces. Adult students frequently have other, more concentrated
goals, such learning a trade-related skill, but some may be finishing high school
requirements they missed earlier in life. In order to challenge and respect adult
learners' unique strengths and limitations, educators must modify their teaching
methods and interactions with them (Bash, 2005). The maturity of the students
frequently indicates that they have had life experiences that inspire and enrich
their education. However, it could also indicate that they have important
personal obligations, such full-time employment or motherhood, that interfere
with their study time and make them impatient with instruction that does not
relate to their needs or aspirations. Regular high school students also experience
these benefits and limitations to a lesser degree. Even secondary school teachers
need to consider how they may ensure that their lessons are actually effective,
efficient, and meaningful while also avoiding wasting students' time. We
address these issues from a variety of angles elsewhere in this book, particularly
in Forms of Thinking linked with Classroom Learning (Page 220), Selecting
broad learning goals (Page 253), and Basic Concepts (Page 291), which deal
with evaluation and instruction. Language and disability are not the only factors
contributing to the diversity of today's classrooms. Expanding the age range of
those who qualify as "students" is another recent development. Half or the
majority of three- and four-year-olds in many countries participate in some kind
of educational program, such as full-time daycare or part-time preschool
(National Institute for Early Education Research, 2006). Some public school
divisions in North America have started to include nursery or preschool
programs as a more recent "grade level" that comes before kindergarten. Others
have extended kindergarten's hours, which were first introduced in the 20th
century, to include a full day of instruction. Because preschoolers and older
children clearly differ in maturity, most teachers of the very young employ
flexible, open-ended lesson plans and teaching strategies. They also tend to
build more intimate or familial relationships with their young "students" than
they do with older students (Bredekamp & Copple, 1997). However, the
philosophical and educational concerns that early childhood education has
raised are equally significant. Some critics of schooling wonder if daycare
centers and preschools run the risk of becoming unsuitable family replacements.
On the other hand, some educators argue that older kids' teachers can benefit
from the adaptability and unstructured methods typical of early childhood
education. It is a debate that cannot be entirely or permanently avoided by
educators at any grade level. It resurfaces in the Student Development section of
this book (page 44), when I talk about the long-term, significant improvements
in students' abilities, knowledge, and attitudes. Additionally, the opposite end of
the age range has grown. Even if they do not formally attend a university or
college, many people continue to take classes well into adulthood. In addition to
public high schools, local community colleges, and universities, adult
education, as it is sometimes known, frequently occurs in workplaces. Adult
students frequently have other, more concentrated goals, such learning a trade-
related skill, but some may be finishing high school requirements they missed
earlier in life. In order to challenge and respect adult learners' unique strengths
and limitations, educators must modify their teaching methods and interactions
with them (Bash, 2005). The maturity of the students frequently indicates that
they have had life experiences that inspire and enrich their education. However,
it could also indicate that they have important personal obligations, such full-
time employment or motherhood, that interfere with their study time and make
them impatient with instruction that does not relate to their needs or aspirations.
Regular high school students also experience these benefits and limitations to a
lesser degree. Even secondary school teachers need to consider how they may
ensure that their lessons are actually effective, efficient, and meaningful while
also avoiding wasting students' time. We address these issues from a variety of
angles elsewhere in this book, particularly in Forms of Thinking linked with
Classroom Learning (Page 220), Selecting broad learning goals (Page 253), and
Basic Concepts (Page 291), which deal with evaluation and instruction.
