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Author: Alyson Simpson Publisher: Routledge ISBN: 1000546896 Category : Education Languages : en Pages : 174
Book Description
Noticing is an essential aspect of professional expertise in teaching – a skill that draws on deep professional knowledge in ways that affect how teachers are aware of, respond to and meet the needs of their students. Being a ‘noticing teacher’ in the language and literacy classroom can make a real difference to students’ progress as readers and writers, to their literacy attainment and to their engagement with learning. This international, research-informed book is unique in its focus on literacy and language. The authors explore models and methods to embed both noticing and the development of teacher agency and grounded knowledge into teacher education programs and school practices. To further the professional knowledge and agency of ‘noticing teachers’, the authors argue that research, policy and the professional community need to understand how noticing skills can be woven into the policy and practice contexts of the literacy teacher’s work. Developing Habits of Noticing in Literacy and Language Classrooms: Research and Practice across Professional Cultures is designed to help teachers, researchers and school leaders think in new ways about how ‘noticing’ operates in the context of the literacy classroom and how it can be supported. Each chapter provides a valuable insight into how teachers learn from their students, in the course of teaching activities, to be responsive, analytical and inspirational.
Author: Alyson Simpson Publisher: Routledge ISBN: 1000546896 Category : Education Languages : en Pages : 174
Book Description
Noticing is an essential aspect of professional expertise in teaching – a skill that draws on deep professional knowledge in ways that affect how teachers are aware of, respond to and meet the needs of their students. Being a ‘noticing teacher’ in the language and literacy classroom can make a real difference to students’ progress as readers and writers, to their literacy attainment and to their engagement with learning. This international, research-informed book is unique in its focus on literacy and language. The authors explore models and methods to embed both noticing and the development of teacher agency and grounded knowledge into teacher education programs and school practices. To further the professional knowledge and agency of ‘noticing teachers’, the authors argue that research, policy and the professional community need to understand how noticing skills can be woven into the policy and practice contexts of the literacy teacher’s work. Developing Habits of Noticing in Literacy and Language Classrooms: Research and Practice across Professional Cultures is designed to help teachers, researchers and school leaders think in new ways about how ‘noticing’ operates in the context of the literacy classroom and how it can be supported. Each chapter provides a valuable insight into how teachers learn from their students, in the course of teaching activities, to be responsive, analytical and inspirational.
Author: Daniel O. Jackson Publisher: Multilingual Matters ISBN: 1800411251 Category : Language Arts & Disciplines Languages : en Pages : 164
Book Description
This book provides an accessible, evidence-based account of how teacher noticing, the process of attending to, interpreting and acting on events which occur during engagement with learners, can be examined in contexts of language teacher education and highlights the importance of reflective practice for professional development. Central to the work is an innovative mixed-methods study of task-based interaction which was undertaken with pre-service English language teachers in Japan. Through close analyses of task interaction coupled with recall data, it illustrates the ways in which pre-service teachers noticed their student partners’ use of embodied and linguistic resources. This focus on what teachers attend to, how they interpret it, and their subsequent decisions has multiple implications for language learning and teacher development. It demonstrates the value of teacher noticing for developing rapport, supporting pupils’ language acquisition, enhancing participation, fostering reflection and guiding observation, a central feature of language teachers’ career advancement.
Author: Anne Thwaite Publisher: Taylor & Francis ISBN: 1000876969 Category : Education Languages : en Pages : 312
Book Description
Taking a dialogic approach, this edited book engages in analysis and description of dialogic discourse in a number of different educational contexts, from early childhood to tertiary, with an international team of contributors from Australia, Finland, New Zealand and the United Kingdom. The chapters focus mostly on dialogic face-to-face discourse, with some examples of online interactions, and feature insights from educational linguistics, particularly the work of Michael Halliday. While the contributors come from a range of theoretical backgrounds, they all share an interest in language in use and engage in close analysis of transcripts of naturally-occurring interaction. Taking inspiration from Alexander and other theorists, they employ a fine-grained and analytic approach to the exploration of their data. The authors make use of the linguistic tools and models of language in society, in order to examine the turn-by-turn unfolding of the interaction. The authors relate their insights from disparate forms of linguistic analysis to elements of Alexander’s (2020) dialogic framework, situating the discourse in its contexts and discussing the pedagogical implications of the linguistic choices at play. In presenting this work from a range of situations and perspectives, the authors strive to demonstrate how dialogic discourse plays out in educational contexts across the world. The book aims to foster further research in this direction and to inspire educators to explore dialogic discourse for themselves. It will be of interest to a wide audience, including literacy researchers, linguists, teachers and teacher educators, as well as graduate students.
Author: Helene Ärlestig Publisher: Springer Nature ISBN: 3030387593 Category : Education Languages : en Pages : 433
Book Description
This book describes and analyses the organisation, functions and development of national educational authorities and agencies and the influence they have on local schools in 20 countries around the world. It examines the governing chain in the respective countries from both a theoretical and descriptive perspective. It does so against the background of the stability and rigour of the governing chains having been challenged, with some researchers considering the chain to be broken. However, the view that comes to the fore in this book is that the chain is still present and contains both vertical implementation structures and intervening spaces for policy interpretation. How schools become successful is important for the individual students as well as the local community and the national state. A vast quantity of research has looked at what happens in schools and classrooms. At the same time, national governance and politics as well as local prerequisites are known to exert influence on schools and their results to a high degree. Societal priorities, problems and traditions provide variety in how governance is executed. This book provides an international overview of the similarities and differences between educational agencies and how their work influences schools.
Author: Edna O. Schack Publisher: Springer ISBN: 3319467530 Category : Education Languages : en Pages : 536
Book Description
This book reflects on the continuing development of teacher noticing through an exploration of the latest research. The authors and editors seek to clarify the construct of teacher noticing and its related branches and respond to challenges brought forth in earlier research. The authors also investigate teacher noticing in multiple contexts and frameworks, including mathematics, science, international venues, and various age groups.
Author: Bethan Marshall Publisher: Bloomsbury Publishing ISBN: 135013757X Category : Education Languages : en Pages : 408
Book Description
Shortlisted for the UK Literacy Association's Academic Book Award 2021 The Bloomsbury Handbook of Reading Perspectives and Practices focuses on the experiences of reading from a young age to maturity and the different ways reading is encountered: in other words, the processes involved as well as the outcomes. The international group of experts, within both teaching and academia, focuses on reading in school: how is it taught? What is taught? How is it assessed? Controversial issues are explored: the acquisition of phonics; teaching the canon, including or ignoring digital texts; the advent of standards-based tests. The contributions also consider people's biographies of reading, their memories of reading in school and their current views on literature. Together, this well-edited volume provides a more complete view of reading than is currently on offer, exploring all aspects of what it means to be literate and how we define being literate.
Author: G. Kylene Beers Publisher: Heinemann Educational Books ISBN: 9780325046938 Category : Education Languages : en Pages : 0
Book Description
"Examines the new emphasis on text-dependent questions, rigor, and text complexity, and what it means to be literate in the 21st century"--P. [4] of cover.
Author: Diana Hiatt-Michael Publisher: IAP ISBN: 1607525445 Category : Education Languages : en Pages : 225
Book Description
This volume will address major frameworks for understanding family involvement and government support of family involvement projects in the initial chapters. The following six chapters present a theoretical base for understanding school, family, and commu-nity partnerships and research supporting promising practices. Included within each chapter are examples of research in action, focusing on spe-cific interactive activities or programs designed to bring families and schools together. Such promising practices are organized into chapters dealing with two-way home-school communication, family literacy projects, school-site parent centers, parent- school collaborative governance, and family-school education programs spanning infancy through young adult-hood. The monograph concludes with a chapter on teacher preparation for work with family, school, and community partnership issues. Besides their research expertise, each author brings a unique back-ground as classroom teacher, parent, and community social advocate to their writing. Individually, most of us have spent our early professional years within the classroom, acquiring the value of connecting home with school for the benefit of the children. As parents and grandparents, we have advocated for parental interests within the school. As community advocates, we strive for collaborative communication across groups who serve children and their families. We invite you to share our passion for working with families and community groups within our schools.
Author: Seth A. Parsons Publisher: Guilford Publications ISBN: 1462546048 Category : EDUCATION Languages : en Pages : 354
Book Description
What are the principles that every elementary teacher must learn in order to plan and adapt successful literacy instruction? This concise course text and practitioner resource brings together leading experts to explain the guiding ideas that underlie effective instructional practice. Each chapter reviews one or more key principles and highlights ways to apply them flexibly in diverse classrooms and across grade levels and content areas. Chapters cover core instructional topics (phonemic awareness, phonics, fluency, vocabulary, and comprehension); high-quality learning environments; major issues such as assessment, differentiation, explicit instruction, equity, and culturally relevant pedagogy; and the importance of teachers’ reflective practice and lifelong learning.
Author: Marilyn J. Narey Publisher: Springer ISBN: 331944297X Category : Education Languages : en Pages : 330
Book Description
Our image-rich, media-dominated culture prompts critical thinking about how we educate young children. In response, this volume provides a rich and provocative synthesis of theory, research, and practice that pushes beyond monomodal constructs of teaching and learning. It is a book about bringing “sense” to 21st century early childhood education, with “sense” as related to modalities (sight, hearing), and “sense” in terms of making meaning. It reveals how multimodal perspectives emphasize the creative, transformative process of learning by broadening the modes for understanding and by encouraging critical analysis, problem solving, and decision-making. The volume’s explicit focus on children’s visual texts (“art”) facilitates understanding of multimodal approaches to language, literacy, and learning. Authentic examples feature diverse contexts, including classrooms, homes, museums, and intergenerational spaces, and illustrate children’s “sense-making” of life experiences such as birth, identity, environmental phenomena, immigration, social justice, and homelessness. This timely book provokes readers to examine understandings of language, literacy, and learning through a multimodal lens; provides a starting point for constructing broader, multimodal views of what it might mean to “make meaning;” and underscores the production and interpretation of visual texts as meaning making processes that are especially critical to early childhood education in the 21st century.
Author: Alyson Simpson
Author: Alyson Simpson
Author: Daniel O. Jackson
Author: Anne Thwaite
Author: Helene Ärlestig
Author: Edna O. Schack
Author: Bethan Marshall
Author: G. Kylene Beers
Author: Diana Hiatt-Michael
Author: Seth A. Parsons
Author: Marilyn J. Narey