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Author: Eleanor Drago-Severson
Publisher: Teachers College Press
ISBN: 9780807744840
Category : Education
Languages : en
Pages : 244
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Book Description
This book offers a new and promising way to support adults in Adult Basic Education (ABE) and English for speakers of other languages (ESOL) programs specifically, and learners in adult education, in general. Applying renowned Harvard University psychologist Robert Kegan's constructive-development theory, Drago-Severson depicts an in-depth investigation into how and why adults develop "ways of knowing" to better prepare them for their work in the 21st century. This book provides practical suggestions for applying Kegan's theory in adult education classrooms to enable teachers, curriculum developers, program designers, and policymakers to better respond to adult learners' strengths and learning needs.
Author: Heide Spruck Wrigley
Publisher:
ISBN: 9780963370204
Category : Adult education
Languages : en
Pages : 300
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Book Description
The result of a 2-year research study funded under the National English Literacy Demonstration Program for Adults of Limited English Proficiency, this handbook on adult English-as-a-Second-Language (ESL) literacy education represents a synthesis of ideas derived from various sources. It is meant as a resource for teachers who have some experience in teaching but are new to ESL literacy. It contains the following nine chapters: (1) "Adult ESL Literacy: State of the Art," which discusses some of the special features of adult ESL literacy; (2) "Approaches and Materials," which maintains that meaning-based approaches show the greatest promise in helping adults develop full literacy; (3) "Teaching Adult ESL Literacy in the Multilevel Classroom," which shows that group work is the most effective strategy for dealing with multilevel classrooms; (4) "Using Computer and Video Technology in Adult ESL Literacy," which discusses the pros and cons of using technology in ESL literacy teaching; (5) "Native Language Literacy," which demonstrates that using the native language of the learners is a viable approach to introducing literacy to adults who are not literate in their first language; (6) "Learner Assessment," which shows that program-based assessments are superior to standardized tests; (7) "Curriculum," which demonstrates that curriculum decisions are value decisions that mirror a program's philosophy; (8) "Staff Development and Program Issues," which holds that effective staff development should focus on the social context, adult learning, second language acquisition, literacy development, and effective teaching processes; and (9) "Curriculum Modules," which presents 10 teaching units that demonstrate meaning-based teaching. (LB) (Adjunct ERIC Clearinghouse on Literacy Education)
Author: Isabel L. Beck
Publisher: Guilford Press
ISBN: 146250826X
Category : Education
Languages : en
Pages : 241
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Book Description
Hundreds of thousands of teachers have used this highly practical guide to help K–12 students enlarge their vocabulary and get involved in noticing, understanding, and using new words. Grounded in research, the book explains how to select words for instruction, introduce their meanings, and create engaging learning activities that promote both word knowledge and reading comprehension. The authors are trusted experts who draw on extensive experience in diverse classrooms and schools. Sample lessons and vignettes, children's literature suggestions, "Your Turn" learning activities, and a Study Guide for teachers enhance the book's utility as a classroom resource, professional development tool, or course text. The Study Guide can also be downloaded and printed for ease of use (www.guilford.com/beck-studyguide). New to This Edition *Reflects over a decade of advances in research-based vocabulary instruction. *Chapters on vocabulary and writing; assessment; and differentiating instruction for struggling readers and English language learners, including coverage of response to intervention (RTI). *Expanded discussions of content-area vocabulary and multiple-meaning words. *Many additional examples showing what robust instruction looks like in action. *Appendix with a useful menu of instructional activities. See also the authors' Creating Robust Vocabulary: Frequently Asked Questions and Extended Examples, which includes specific instructional sequences for different grade ranges, as well as Making Sense of Phonics, Second Edition: The Hows and Whys, by Isabel L. Beck and Mark E. Beck, an invaluable resource for K–3.
Author: Lyn Stone
Publisher: Routledge
ISBN: 0429955871
Category : Education
Languages : en
Pages : 237
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Book Description
Why is it that more people can’t read and write? Why are there still so many vastly different methods of teaching literacy? Why do people still argue about it? Reading for Life examines these three questions, addressing the less evidence supported ideas about teaching reading and writing which are still alive and well in schools all over the world. This accessible guide bridges the gap between research and practice, translating academic findings into practical suggestions and ready-to-use techniques. Written in an approachable style and with informative graphics, vignettes and interviews woven throughout, this book covers: the components of literacy, including phonics, vocabulary and fluency the history of approaches to literacy teaching and an overview of the key figures government-level inquiries into the provision of reading and writing teaching the mindset which leads to acceptance of poor practice the essential components of an effective literacy program with practical advice on selecting resources to get the job done well Reading for Life helps educational practitioners make informed decisions about which teaching methods to reject and select, and empowers parents to ask the right questions of professionals and policy makers. This book is a timely exploration of poor teaching methods and is an innovative, fresh assessment of how high quality literacy teaching can be provided for all.
Author: Eleanor Drago-Severson
Publisher: Teachers College Press
ISBN: 9780807744840
Category : Education
Languages : en
Pages : 244
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Book Description
This book offers a new and promising way to support adults in Adult Basic Education (ABE) and English for speakers of other languages (ESOL) programs specifically, and learners in adult education, in general. Applying renowned Harvard University psychologist Robert Kegan's constructive-development theory, Drago-Severson depicts an in-depth investigation into how and why adults develop "ways of knowing" to better prepare them for their work in the 21st century. This book provides practical suggestions for applying Kegan's theory in adult education classrooms to enable teachers, curriculum developers, program designers, and policymakers to better respond to adult learners' strengths and learning needs.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 760
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Book Description
Author: Teresa Cremin
Publisher: Routledge
ISBN: 1315772825
Category : Education
Languages : en
Pages : 221
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Book Description
A ground-breaking book. For years educationists have sought evidence of genuine partnerships between schools and homes reciprocal partnerships where schools are as keen to foster home practices relating to literacy and learning as they are to tell families this is what we do and ask that they should do the same. Eve Bearne, Cambridge Un
Author: Cathy Collins Block
Publisher: Guilford Press
ISBN: 1606233696
Category : Language Arts & Disciplines
Languages : en
Pages : 289
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Book Description
Identifying what exemplary teachers know and do to promote literacy achievement at every grade level, this highly motivating book provides step-by-step guidance for professional development. It helps teachers assess their strengths and build their competencies in six key domains of literacy instruction directly linked to student success. Featuring skills-building exercises, sample lesson plans, book lists, and over a dozen reproducibles, the book illustrates specific actions that teachers can take to emulate their most effective colleagues in school districts around the country. New to This Edition * Revised and updated based on the authors' professional development work with over 20,000 educators. * Expanded to cover K–12 (prior edition covered K–5). * Now includes material for literacy coaches and administrators, as well as teachers. * "Teacher-in-Action" cases offer vivid snapshots of exemplary practices. *Many of the activities and reproducibles are new or revised.
Author: Joy Kreeft Peyton
Publisher: Multilingual Matters
ISBN: 178892701X
Category : Language Arts & Disciplines
Languages : en
Pages : 432
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Book Description
Adult migrants who received little or no formal education in their home countries face a unique set of challenges when attempting to learn the languages of their new countries. Few adult migrants with limited or no literacy in their native languages successfully attain higher levels of literacy in their additional languages, even if they attain high levels of oral proficiency. This book, the result of a European- and United States-wide collaborative research project, aims to assist teachers working with adult migrants to address this attainment gap and help students reach the highest possible levels of literacy in their new languages. The chapters provide the latest research-informed evidence on the acquisition of linguistic competence and the development of reading in a new language by adults. The book concludes with a chapter that addresses the challenges and opportunities faced by this group of learners and their teachers, with specific instructional strategies that can be used. The book will be an invaluable resource for teachers, tutors and training providers, as well as volunteers, who work with adult migrants.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 106
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Book Description
Each vol. a compilation of ERIC digests.
Author: Nigel Hall
Publisher: Routledge
ISBN: 1136785825
Category : Education
Languages : en
Pages : 144
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Book Description
The second edition of this text shows how play and literacy can combine to help young children develop a more complete understanding of writing, as well as literacy more generally. In addition to discussing the implications of the new Guidance for the Foundation Stage, the authors use more recent research to extend the discussion of how and why pla
