Unlike a lot of books that rush through a discussion of an assignment or course that illustrates the pedagogical impact of the theory or historical research, this book presents a carefully thought-out course, complete with identifiable outcomes and lessons, that really does seem to have the potential to address the persistent misconceptions of literacy that fuel the abolition debate.
More than international contributors from over 50 countries"--Provided by publisher. The concepts of psychological literacy and the psychologically literate citizen promise to invigorate a new global approach to psychology education. They pose a basic question: What attributes and capabilities should undergraduate psychology majors acquire?
Many psychological organizations have defined psychological literacy by guidelines and lists of student learning outcomes, but although psychology educators across the globe have been working towards helping students to acquire these attributes over the past 50 years, educators have only recently explicitly delineated attributes and learning outcomes, and sought to develop appropriate learning, teaching, and assessment strategies, including whole program approaches.
The contributors to this volume argue that psychological literacy is the most important outcome of an undergraduate psychology education and that psychologically literate citizens use their knowledge of psychology to problem-solve in ethical and socially responsible ways that directly benefit their communities.
In this book, a rich variety of international perspectives contribute to the development of the two key concepts of psychological literacy and the psychologically literate citizen. Authors provide practical guidance for classroom psychology educators, as well as curriculum developers and reviewers.
Ultimately, they make the case for a paradigm shift in psychology education. Deaf children are not hearing children who can't hear, and having a deaf child is not analogous to having a hearing child who can't hear. Beyond any specific effects of hearing loss, deaf children are far more diverse than their hearing age-mates. A lack of access to language, limited incidental learning and social interactions, as well as the possibility of secondary disabilities, mean that deaf children face a variety of challenges in language, social, and academic domains.
In recent years, technological innovations such as digital hearing aids and cochlear implants have improved hearing and the possibility of spoken language for many deaf learners, but parents, teachers, and other professionals are just now coming to recognize the cognitive, experiential, and social-emotional differences between deaf and hearing children.
Sign languages and schools and programs for deaf learners thus remain an important part of the continuum of services needed for this population.
Understanding the unique strengths and needs of deaf children is the key. Now in its third edition, Marc Marschark's Raising and Educating a Deaf Child, which has helped a countless number of families, offers a comprehensively clear, evidence-based guide to the choices, controversies, and decisions faced by parents and teachers of deaf children today.
Presenting an informed view of current educational policy, this text encourages students of secondary English to take a creative and independent interpretation of government initiatives in order to achieve effective teaching practice. It provides a good balance of theoretical material with practical ideas for application in the classroom and strongly encourages reflection and critical thought.
This new edition includes: coverage of the National Curriculum , the National Literacy Strategy and the new Key Stage 3 Strategy a new chapter on how to teach ICT a new chapter on Inclusion — including differentiation, cultural diversity, EAL and teaching across the ability range new material on how to teach Shakespeare an introduction to cross-curricular themes — such as citizenship, and social, moral and spiritual values.
Written in an accessible and conversational style, this text poses an excellent degree of challenge for all students on initial teacher training courses. To write cohesively means doing many things at once-wrestling with ideas, balancing form and function, pushing words this way and that, attending to syntax and diction, and employing imagery and metaphor until a coherent message emerges.
Though full of promise, student writing typically lacks cohesion. But does the fault lie in students or does the method of teaching writing lack the cohesion it expounds? Carol Jago offers an approach that is the very example of the kind of cohesion she expects from her students' writing. Want to Read.
Delete Note Save Note. Download for print-disabled. Check nearby libraries Library. Share this book Facebook. March 27, History. An edition of Writing Without Formulas Subjects English language , Rhetoric , Study and teaching , Report writing. Paperback in English - 1 edition. Smith, and Morris Young. An invaluable tool for literacy studies at the graduate or professional level, Literacy, Economy, and Power provides readers with a wide-ranging view of the work being done in literacy studies today and points to ways researchers might approach the study of literacy in the future.
Author : Harvey J. In his latest writings on the history of literacy and its importance for present understanding and future rethinking, historian Harvey J. Graff continues his critical revisions of many commonly held ideas about literacy. The book speaks to central concerns about the place of literacy in modern and late-modern culture and society, and its complicated historical foundations. Drawing on other aspects of his research, Graff places the chapters that follow in the context of current thinking and major concerns about literacy, and the development of both historical and interdisciplinary studies.
Special emphasis falls upon the usefulness of "the literacy myth" as an important subject for interdisciplinary study and understanding. Critical stock-taking of the field includes reflections on Graff's own research and writings of the last three decades, and the relationships that connect interdisciplinary rethinking and the literacy myth.
The collection is noteworthy for its attention to Graff's reflections on his identification of "the literacy myth" and in developing [email protected] Ohio State University as a model for university-wide interdisciplinary programs. It also deals with ordinary concerns about literacy, or illiteracy, that are shared by academics and concerned citizens. These nontechnical essays will speak to both academic and nonacademic audiences across disciplines and cultural orientations.
First Published in Author : Barbara J. The modern university can trace its roots to Kant's call for enlightened self-determination, with education aiming to produce an informed and responsible body of citizens. As the university evolved, specialized areas of investigation emerged, enabling ever more precise research and increasingly nuanced arguments. In recent decades, however, challenges to hegemony of disciplines have arisen, partly in response to a perceived need for the university to focus greater energy on its public vocation--on teaching and the dissemination of knowledge.
Valences of Interdisciplinarity presents essays by an international array of scholars committed to enhancing our understanding of the theoretical underpinnings and the practical realities of interdisciplinary teaching and research. What is, and what should be, motivating our reflections on, and our practice of, approaches that transcend the conventional boundaries of discipline? And in adopting such transdisciplinary approaches, how do we safeguard critical methods and academic rigour?
Reflecting on the obstacles they have encountered both as thinkers and as educators, the authors map out innovative new directions for the interdisciplinary project. Together, the essays promise to set the standards of the debate about interdisciplinary for years to come. Author : P. David Pearson,Elfrieda H. This one-of-a-kind resource will be invaluable to every teacher educator, every curriculum director, and every literacy coach, whether or not they must meet Common Core Standards.
Bringing together perspectives from literacy luminaries, each addressing their specialty, this book offers an accessible fund of rich practices in literacy instruction. The book serves two purposes: First, it assembles a body of knowledge and wisdom from leading literacy researchers who each draw from a long career in the field to address topics of central importance to good literacy instruction. Second, these research-to-practice leaders connect established best practices and foundational research to the current challenge of instruction to meet Common Core Standards and other rigorous curriculum guidelines.
The contributors point out strengths of the Common Core as well as issues and oversights that educators should be aware of. Closing chapters situate the Common Core within a continuum of educational policy and legislation. Contributors: Richard L. Allington, Monica T. Billen, Jay S. Composition studies is a rapidly growing and constantly changing field.
At present, however, graduate students and writing teachers have little choice of current reference works that define key terms in the field and provide information about the scholars and researchers who have shaped and are shaping the discipline. This volume provides alphabetically arranged entries for scholars and terms and concepts central to composition studies. The entries for individuals chronicle the history of their contributions to the field, while the entries for terms record term development over time.
The book includes generous bibliographical information and an appendix of scholars from other disciplines who have contributed to composition studies. In an era of blurred generic boundaries, multimedia storytelling, and open-source culture, creative writing scholars stand poised to consider the role that technology-and the creative writer's playful engagement with technology-has occupied in the evolution of its theory and practice.
Composition, Creative Writing Studies and the Digital Humanities is the first book to bring these three fields together to open up new opportunities and directions for creative writing studies. The authors of its program profiles show how innovators at a diverse range of universities on six continents have dealt creatively over many years with day-to-day and long-range issues affecting how students across disciplines and languages grow as communicators and learners.
Securing a Place for Reading in Composition addresses the dissonance between the need to prepare students to read, not just write, complex texts and the lack of recent scholarship on reading-writing connections. Author Ellen C. Carillo argues that including attention-to-reading practices is crucial for developing more comprehensive literacy pedagogies. Students who can read actively and reflectively will be able to work successfully with the range of complex texts they will encounter throughout their post-secondary academic careers and beyond.
Considering the role of reading within composition from both historical and contemporary perspectives, Carillo makes recommendations for the productive integration of reading instruction into first-year writing courses. This metacognitive frame allows students to become knowledgeable and deliberate about how they read and gives them the opportunity to develop the skills useful for moving among reading approaches in mindful ways, thus preparing them to actively and productively read in courses and contexts outside first-year composition.
Securing a Place for Reading in Composition also explores how the field of composition might begin to effectively address reading, including conducting research on reading, revising outcome statements, and revisiting the core courses in graduate programs.
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