Exploring Talk In School

Author: Neil Mercer
Editor: SAGE
ISBN: 9781446242766
File Size: 62,36 MB
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Selected as an Outstanding Academic Title by Choice Magazine, January 2010 Classroom talk, by which children make sense of what their peers and teachers mean, is the most important educational tool for guiding the development of understanding and for jointly constructing knowledge. So what practical steps can teachers take to develop effective classroom interaction? Bringing together leading international researchers and drawing on the pioneering work of Douglas Barnes, this book considers ways of improving classroom talk. Chapters cover: - classroom communication and managing social relations; - talk in science classrooms; - using critical conversations in studying literature; - exploratory talk and thinking skills; - talking to learn and learning to talk in the mathematics classroom; - the 'emerging pedagogy' of the spoken word. With an accessible blend of theory, research and practice, the book will be a valuable resource for teachers, teacher-trainers, policy makers, researchers and students.

Literacy And Learning Through Talk

Author: Roy Corden
Editor: McGraw-Hill Education (UK)
ISBN: 0335231187
File Size: 68,71 MB
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This book blends theory, research and practice to show how an integrated programme of work can be developed to ensure that literacy is taught in a vibrant and stimulating way. Strategies for developing successful group work and whole class, interactive discourse are examined and effective teaching roles and questioning techniques are explored. Transcripts of group discussions and examples of children's work illustrate various points and work plans and practical classroom activities are described.

Artificial Intelligence In Education

Author: Seiji Isotani
Editor: Springer
ISBN: 3030232077
File Size: 22,29 MB
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This two-volume set LNCS 11625 and 11626 constitutes the refereed proceedings of the 20th International Conference on Artificial Intelligence in Education, AIED 2019, held in Chicago, IL, USA, in June 2019. The 45 full papers presented together with 41 short, 10 doctoral consortium, 6 industry, and 10 workshop papers were carefully reviewed and selected from 177 submissions. AIED 2019 solicits empirical and theoretical papers particularly in the following lines of research and application: Intelligent and interactive technologies in an educational context; Modelling and representation; Models of teaching and learning; Learning contexts and informal learning; Evaluation; Innovative applications; Intelligent techniques to support disadvantaged schools and students, inequity and inequality in education.​

New Perspectives In Primary Education

Author: Sue Cox
Editor: McGraw-Hill Education (UK)
ISBN: 0335239323
File Size: 15,60 MB
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Encouraging you to question the existing culture of schooling, this book addresses conflicts of performance demand as opposed to children’s learning.

Foundations Of Multiliteracies

Author: Michèle Anstey
Editor: Routledge
ISBN: 1351626973
File Size: 17,49 MB
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Using the concept of multiliteracies and multimodality, this book provides foundation knowledge about the new and continuously changing literacies of the 21st century. It details the five semiotic systems (linguistic, visual, auditory, gestural and spatial) and how they contribute to the reading and writing of increasingly complex and dynamic texts that are delivered by live, paper or digital technologies. One of the main tenets of the book is that social, cultural and technological developments will continue to give rise to changing literate practices around texts and communication, requiring a rethinking of classroom practices that are employed in the teaching of literacy. Therefore, the role of talk, together with traditional lesson structures, is examined and the concept of dialogic talk is introduced as a way of moving towards an effective pedagogy for the teaching and learning of multiliteracies and multimodality. The book also demonstrates that children’s literature can provide a bridge between old and new literacies and be an effective vehicle for introducing the five semiotic systems to all age groups. Comprehensive and accessible, this book addresses the issue of translating complex theories, research and concepts into effective practice, by providing the reader with four avenues for reflecting upon and implementing the ideas it contains: Reflection Strategies that enable the reader to gauge their understanding of key concepts; Theory into Practice tasks that enable the trialling of specific theoretical concepts in the classroom; Auditing instruments provide specific tasks related to assessment of student performance and evaluation of teacher pedagogy; QR codes immediately link the reader to multimodal texts and further references that illustrate and enhance the concepts being developed.

Reflective Teaching In Schools

Author: Andrew Pollard
Editor: Bloomsbury Publishing
ISBN: 1350032956
File Size: 54,39 MB
Format: PDF
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The book you can trust to guide you through your teaching career, as the expert authors share tried and tested techniques in both primary and secondary settings. For this new edition Andrew Pollard has worked with the same core author team to bring you expert guidance from top practitioners, in the form of a text that is both cohesive and that continues to evolve to meet the needs of today's teachers. It is designed for trainees whether in universities or schools (such as School Direct, SCITT). Reflective Teaching in Schools uniquely provides two levels of support: - practical, evidence-based guidance on key classroom issues – including relationships, behaviour, curriculum planning, teaching strategies and assessment - evidence-informed 'principles' and 'concepts' to help you continue developing your skills. New to this edition: - 10 Lesson Study cases illustrate the impact this approach can have on classroom teaching, whether in a city Primary School or rural Secondary Academy - 10 Toolkit Evidence summaries based on the Sutton Trust-EEF Teaching and Learning Toolkit cover topics like collaborative learning - New Reflective Activities and guidance on Key Readings at the end of each chapter - Updates to reflect recent changes in curriculum and assessment across the UK reflectiveteaching.co.uk provides a treasure trove of additional support. It now includes a new chapter on mentoring, a glossary to help decipher the difference between IEP and LAP, and much more.

Exploring School Counseling

Author: Tamara E. Davis
Editor: Routledge
ISBN:
File Size: 48,36 MB
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This text concentrates on the practical aspects of school counseling by focusing on the roles of the counselor, emphasizing an action-oriented approach. Each chapter includes an excerpt from the author or a contributor, relating a personal experience in a school setting. These first- and second-hand accounts throughout the text support the research and technical aspects of school counseling.

Cycles Of Meaning

Author: Kathryn Mitchell Pierce
Editor: Greenwood
ISBN:
File Size: 76,68 MB
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These teacher-researcher studies and classroom narratives help the reader to examine and understand talk in a variety of learning contexts.

Learning To Teach In The Primary School

Author: James Arthur
Editor: Psychology Press
ISBN: 0415359287
File Size: 20,94 MB
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Presents strategies for effective elementary school teaching, covering such topics as managing classroom behavior, lesson plans, and understanding how students learn.

Exploring Language

Author: Gary Goshgarian
Editor: Longman Publishing Group
ISBN: 9780321457974
File Size: 38,48 MB
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This language reader features thought-provoking readings that explore the various interconnections between language and American society. The text challenges the reader to critically examine how language affects and constructs culture and how culture constructs and affects language. Gender and language Hate speech Language of war Censorship MARKET: General Interest

Exploring Language Arts In The Elementary Classroom

Author: John W. Stewig
Editor:
ISBN:
File Size: 34,98 MB
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This text provides information on all the facets of language arts (listening, speaking, writing, and reading) and the connections among these areas, while using childrens literature to facilitate learning. Featuring many activities and teaching suggestions, this text is a practical resource with solid research and theory.

Peer Talk In The Classroom

Author: Jeanne R. Paratore
Editor: International Reading Assn
ISBN:
File Size: 63,57 MB
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Research suggests that teachers would like to relinquish some control of classroom activity to students, and many have accomplished this difficult task with notable success. This collection of essays, with contributions from both classroom teachers and university professors, recounts some of these successes and aims to be a resource for teachers and researchers looking to increase student-initiated interaction. The essays and their authors are, as follows: (1) "'Do You Really Just Want Us to Talk about This Book?': A Closer Look at Book Clubs as an Instructional Tool" (Diane Lapp; James Flood; Wendy Ranck-Buhr; Janice Van Dyke; Sara Spacek); (2) "Eavesdropping on Second Graders' Peer Talk about African Trickster Tales" (Rachel L. McCormack); (3) "Exploring Cultural Diversity through Peer Talk" (Sandy Kaser and Kathy G. Short); (4) "Lessons Taught and Lessons Learned: How Cross-Aged Talk about Books Helped Struggling Adolescents Develop Their Own Literacy" (Fenice B. Boyd and Lee Galda): (5) "Learning Is Noisy: The Myth of Silence in the Reading-Writing Classroom" (Wendy C. Kasten); (6) "Inventing Conversations in Second-Language Classrooms: What Students Say and How They Say It" (Kathryn F. Whitmore); (7) "Conflict during Classroom Discussions Can Be a Good Thing" (Janice F. Almasi and Linda B. Gambrell); (8) "Exploring the Complexities of Peer-Led Literature Discussions: The Influence of Gender" (Karen S. Evans); (9) "Encouraging Quality Peer Talk with Diverse Students in Mainstream Classrooms: Learning from and with Teachers" (Taffy E. Raphael; Cynthia H. Brock; Susan M. Wallace); and (10) "Watching Teachers Watch Children Talk about Books" (Jeanne R. Paratore; Sheila Garnick; Trinidad Lewis). Contains a subject index, an author index, and a list of page references for children's literature authors. (NKA)

Exploring Mathematics Through Play In The Early Childhood Classroom

Author: Amy Noelle Parks
Editor: Teachers College Press
ISBN: 0807755893
File Size: 64,91 MB
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This practical book provides pre- and inservice teachers with an understanding of how math can be learned through play. The author helps teachers to recognize the mathematical learning that occurs during play, to develop strategies for mathematizing that play, and to design formal lessons that make connections between mathematics and play. Common Core State Standards are addressed thorughout the text to demonstrate the ways in which play is critical to standards-based mathematics teaching, and to help teachers become more familiar with these standards. Classroom examples illustrate that, unlike most formal tasks, play offers children opportunities to solve nonroutine problems and to demonstrate a variety of mathematical ways of thinking, such as perseverence and attention to precision. This book will help put play back into the early childhood classrooms where it belongs. This book: makes explicit connections to play and the Common Core State Standards in Mathematics; offers many examples of free play activities in which mathematics can be highlighted, as well as formal lessons that are inspired by play; and provides strategies for making assessments more playful, helping teachers meet increasing demands for assessment data while also reducing child stress.

An Infant School

Author: David Grugeon
Editor:
ISBN:
File Size: 14,29 MB
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British Primary Schools Today

Author: Anglo-American Primary School Project
Editor:
ISBN:
File Size: 14,62 MB
Format: PDF
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Exploring The Work Of Black Women Middle School Principals

Author: Sabrina Isadora Smith-Campbell
Editor:
ISBN:
File Size: 73,99 MB
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Informal Schools In Britain Today Teachers And Classrooms

Author:
Editor:
ISBN:
File Size: 73,55 MB
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Exploring Middle School Science Students Computer Based Modeling Practices And Their Changes Over Time

Author: Baohui Zhang
Editor:
ISBN:
File Size: 15,79 MB
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Exploring New Methods For Collecting Students School Based Writing

Author: Claudia Gentile
Editor:
ISBN:
File Size: 29,26 MB
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This report describes the procedures used to collect, describe, and evaluate school-based writing in a special pilot portfolio study conducted by the National Assessment of Educational Progress (NAEP) to explore portfolios as an alternative method of assessing students' writing achievement. The report has three main purposes: (1) to explore procedures for collecting classroom-based writing from students around the country; (2) to develop methods for describing and classifying the variety of writing submitted; and (3) to create general scoring guides that could be applied across papers written in response to a variety of prompts or activities. The report is divided into four chapters. Following an introduction, the first chapter describes the writing received from the students and information from participating teachers about the activities that generated the writing. Chapter 2 explains the procedures used to evaluate the writing students submitted as well as the results of this evaluation. Chapter 3 compares the results of the NAEP 1990 writing assessment with the analysis of participants' school-based writing samples and summarizes the lessons learned from the portfolio study. Chapter 4 contains a set of sample papers, further illustrating how the evaluative guides can be applied and presenting a sense of the range and depth of writing received from participating students. Appendixes contain information on demographic characteristics and on students' performance by process strategies. (SR)