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The Designs Of Academic Literacy

Author: Michael Newman
Publisher: Greenwood Publishing Group
ISBN: 9780897898379
Size: 78.29 MB
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The author presents a qualitative case study of how four undergraduates went about their studies, focusing not on learning but on the achievement of grades. This strategy is described as an information recycling game as opposed to true learning, and the author educates professors to better match grading criteria with learning goals.

The Canadian Journal For Teacher Research

Author: Stephen Murgatroyd
Publisher: Lulu Press, Inc
ISBN: 1312674997
Size: 36.32 MB
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Teacher research in Canada: Although the job might be hard the quest is worth it. It is about teacher power. We trust teachers and we believe they have powerful knowledge, insight, and experience that should be shared widely-and we mean to attempt that sharing. We are a community, bound by an ethos: we care about children and we want to help them learn. We also believe that teacher research is important and that not enough of it is done. We hope to correct that poverty. Our work is based upon three beliefs about research: 1) the WHAT is important-we need to seek and create knowledge and that knowledge should be based upon our best inquiry; 2) the SO WHAT is important. We are a community of critical action. We need to consider how what we learn SHOULD be applied; & 3) the NOW WHAT is important. We have to actually engage children in the best ways we know how, with the best of what we have learned. This is what The Canadian Journal for Teacher Research is all about. Our goal is to transform teaching in Canada.

The Sage Handbook Of Curriculum Pedagogy And Assessment

Author: Dominic Wyse
Publisher: SAGE
ISBN: 1473952735
Size: 80.88 MB
Format: PDF, Mobi
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The research and debates surrounding curriculum, pedagogy and assessment are ever-growing and are of constant importance around the globe. With two volumes - containing chapters from highly respected researchers, whose work has been critical to understanding and building expertise in the field – The SAGE Handbook of Curriculum, Pedagogy and Assessment focuses on examining how curriculum is treated and developed, and its impact on pedagogy and assessment worldwide. The Handbook is organised into five thematic sections, considering: · The epistemology and methodology of curriculum · Curriculum and pedagogy · Curriculum subjects · Areas of the curriculum · Assessment and the curriculum · The curriculum and educational policy The SAGE Handbook of Curriculum, Pedagogy and Assessment’s breadth and rigour will make it essential reading for researchers and postgraduate students around the world.

Standards In Education

Author: Dennis M. McInerney
Publisher: IAP
ISBN: 1607526271
Size: 45.61 MB
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Education institutions and organizations throughout the world are currently being held accountable for achieving and maintaining historically unmatched standards of academic quality and performance. Accreditation bodies; policy makers; boards of trustees; and teacher, parent, and student groups all place educational institutions and organizations under unprecedented accountability pressures. The aim of this volume is to explore and better understand how these pressures are impacting a broad range of social and cultural issues and, subsequently, how these issues impact student motivation and learning.

Ask The Teacher

Author: Mark Ryan
Publisher: Allyn & Bacon
ISBN: 9780205522194
Size: 44.53 MB
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Using a straightforward and versatile question and answer approach, the Second Edition of Ask the Teacher speaks directly to the teacher candidate with a wealth of tips about educational issues in foundations, history, psychology, curriculum, methodology, classroom management, and family involvement. Designed to guide the student throughout the curricula of a professional education program, this text poses universal questions and provides responses that are grounded in educational theory and practice as well as the expertise of the author, Mark Ryan. Because its purpose is to stimulate reflective thought, Ask the Teacher is not for the passive reader but for one who desires a contextual intellectual discourse--a dialogue that promotes a genuinely reflective understanding of the diverse classroom in the 21st Century. This useful, comprehensive handbook on teaching can be used as a core text or supplement in introductory education courses. Its targeted and useful information will also continue to be of use to the beginning teacher in their formative years of teaching.

Multiliteracies

Author: Bill Cope
Publisher: Psychology Press
ISBN: 9780415214216
Size: 13.73 MB
Format: PDF
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Multiliteracies considers the future of literacy teaching in the context of the rapidly changing English language. Questions are raised about what constitutes appropriate literacy teaching in today's world: a world that is both a global village yet one which local diversity is increasingly important. This is a coherent and accessible overview of the work of the New London Group, with well-known international contributors bringing together their varying national experiences and differences of theoretical and political emphasis. The essays deal with issues such as: the fundamental premises of literacy pedagogy the effects of technological change multilingualism and cultual diversity social futures and their implications on language teaching. The book concludes with case studies of attempts to put the theories into practice and thereby provides a basis for dialogue with fellow educators around the world.

A Pedagogy Of Multiliteracies

Author: Bill Cope
Publisher: Springer
ISBN: 1137539720
Size: 13.31 MB
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The concept of 'Multiliteracies' has gained increasing influence since it was coined by the New London Group in 1994. This collection edited by two of the original members of the group brings together a representative range of authors, each of whom has been involved in the application of the pedagogy of Multiliteracies.

Multiliteracies For A Digital Age

Author: Stuart Selber
Publisher: SIU Press
ISBN: 0809388685
Size: 44.75 MB
Format: PDF, Kindle
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Just as the majority of books about computer literacy deal more with technological issues than with literacy issues, most computer literacy programs overemphasize technical skills and fail to adequately prepare students for the writing and communications tasks in a technology-driven era. Multiliteracies for a Digital Age serves as a guide for composition teachers to develop effective, full-scale computer literacy programs that are also professionally responsible by emphasizing different kinds of literacies and proposing methods for helping students move among them in strategic ways. Defining computer literacy as a domain of writing and communication, Stuart A. Selber addresses the questions that few other computer literacy texts consider: What should a computer literate student be able to do? What is required of literacy teachers to educate such a student? How can functional computer literacy fit within the values of teaching writing and communication as a profession? Reimagining functional literacy in ways that speak to teachers of writing and communication, he builds a framework for computer literacy instruction that blends functional, critical, and rhetorical concerns in the interest of social action and change. Multiliteracies for a Digital Age reviews the extensive literature on computer literacy and critiques it from a humanistic perspective. This approach, which will remain useful as new versions of computer hardware and software inevitably replace old versions, helps to usher students into an understanding of the biases, belief systems, and politics inherent in technological contexts. Selber redefines rhetoric at the nexus of technology and literacy and argues that students should be prepared as authors of twenty-first-century texts that defy the established purview of English departments. The result is a rich portrait of the ideal multiliterate student in a digital age and a social approach to computer literacy envisioned with the requirements for systemic change in mind.