Developmentally Appropriate Practice: A Case Study of Educational Inertia
by David Elkind - 1991
The first aim of this chapter is to highlight some of the differences between these two educational philosophies. A second aim is to contrast a few of the practical educational implications of the two philosophies. A final aim is to argue that true educational reform in this country will only come about when we have a paradigm shift away from the reigning psychometric educational psychology.
To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below: