Start Accommodating differences variations in differentiated literacy instruction

Accommodating differences variations in differentiated literacy instruction

This concentration of learning in a formal atmosphere allows children to learn far more of their culture than they are able to do by merely observing and imitating.

This article discusses the history of education, tracing the evolution of the formal teaching of knowledge and skills from prehistoric and ancient times to the present, and considering the various philosophies that have inspired the resulting systems.

Other aspects of education are treated in a number of articles.

Instead, the entire environment and all activities are frequently viewed as school and classes, and many or all adults act as teachers.

As societies grow more complex, however, the quantity of knowledge to be passed on from one generation to the next becomes more than any one person can know, and, hence, there must evolve more selective and efficient means of cultural transmission.

Education is designed to guide them in learning a culture, molding their behaviour in the ways of adulthood, and directing them toward their eventual role in society.

In the most primitive cultures, there is often little formal learning—little of what one would ordinarily call school or classes or teachers.

For a treatment of education as a discipline, including educational organization, teaching methods, and the functions and training of teachers, see teaching; pedagogy; and teacher education.

For a description of education in various specialized fields, see historiography; legal education; medical education; science, history of.

This paper reviews the role of education in promoting economic well-being, with a particular focus on the role of educational quality.

It concludes that there is strong evidence that the cognitive skills of the population – rather than mere school attainment – are powerfully related to individual earnings, to the distribution of income, and to economic growth.

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