A case study on the implementation of the Educational Prosperity model for the schooling of low-income populations in Canada
The framework of Educational Prosperity (EP) assesses progression towards sustainable development; it does so by adopting an equity-based “life-course” approach focused on the early and cumulative nature of children’s success to guide the effective deployment of resources to support teaching and lea...
שמור ב:
| הוצא לאור ב: | URI:https://journals.openedition.org/ries, |
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| מחבר ראשי: | |
| פורמט: | Article ou chapitre numérique |
| שפה: | Anglais |
| יצא לאור: |
Revue internationale d'éducation de Sèvres
2022
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| גישה מקוונת: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| סיכום: | The framework of Educational Prosperity (EP) assesses progression towards sustainable development; it does so by adopting an equity-based “life-course” approach focused on the early and cumulative nature of children’s success to guide the effective deployment of resources to support teaching and learning. Confident Learners’ instruction and assessment tools embed EP and concentrate on children’s progress on the “pathway to literacy success.” Reading acquisition depends upon code-related skills and language skills. Teachers shift their role, from teaching a grade-based curriculum to teaching the specific skills that children need to improve their literacy skills; they receive ongoing professional development from a literacy lead and from the broad school and social community. |
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