Critical Thinking Through Reading and Writing' 2007 Ed. (dela Salle) PDF Download
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Author:
Publisher: Rex Bookstore, Inc.
ISBN: 9789715555234
Category :
Languages : en
Pages : 180
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Book Description
Author:
Publisher: Rex Bookstore, Inc.
ISBN: 9789715555234
Category :
Languages : en
Pages : 180
Get Book Here
Book Description
Author: Mairead Hanrahan
Publisher: Edinburgh University Press
ISBN: 0748696644
Category : Literary Criticism
Languages : en
Pages : 256
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Book Description
Hélène Cixous, author of over forty works of fiction, was deemed by Derrida to be the greatest living writer in French in 1990. Consistent with this evaluation, her writing is renowned for its dense poetical texture and lyricism. At the same time, she has been described by one of Derrida's translators, Peggy Kamuf, as 'one of our age's greatest semi-theoreticians'. Connecting these views, Hanrahan argues for a consideration of her texts as 'semi-fictions'. She offers an in-depth reading of five different texts, addressing their idiomatic specificity and investigating how the textual fabric unfolds.
Author: Jonathan Bergmann
Publisher: International Society for Technology in Education
ISBN: 1564844684
Category : Education
Languages : en
Pages : 123
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Book Description
Learn what a flipped classroom is and why it works, and get the information you need to flip a classroom. You’ll also learn the flipped mastery model, where students learn at their own pace, furthering opportunities for personalized education. This simple concept is easily replicable in any classroom, doesn’t cost much to implement, and helps foster self-directed learning. Once you flip, you won’t want to go back!
Author: Rose Arny
Publisher:
ISBN:
Category : American literature
Languages : en
Pages : 1546
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Book Description
Author: Christoph Meinel
Publisher: Springer Nature
ISBN: 3030891135
Category : Business & Economics
Languages : en
Pages : 288
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Book Description
Education needs new ways to prepare individuals and societies for the multitude of changing challenges in the twenty-first century. In today's world—characterized by digitization, increasing speed, and complexity—design thinking has established itself as a powerful approach to human-centered innovation that can help address complicated problems and guide change in all areas of life. Design thinking formats not only teach skills that benefit people as they expand their "toolbox," but also create affective and cognitive outcomes. This book includes experiences, approaches, and reflections on design thinking in education from different perspectives of renowned design thinking experts from the network of the Hasso Plattner Institute and its School of Design Thinking. Using real-world examples, the book provides insights into requirements and protocols that design thinking practitioners can apply to transform their academic or professional ecosystem. It will be of interest for readers who work in or are interested in a wide variety of educational contexts.
Author: Schuyler W. Huck
Publisher: Allyn & Bacon
ISBN:
Category : Business & Economics
Languages : en
Pages : 728
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Book Description
This text explains to consumers of research how to read, understand, and critically evaluate the statistical information contained in technical research reports. Excerpts from over 500 recent research articles are presented and discussed to illustrate concepts.
Author: Janet Malcolm
Publisher: Farrar, Straus and Giroux
ISBN: 0374709726
Category : Literary Collections
Languages : en
Pages : 318
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Book Description
A National Book Critics Circle Finalist for Criticism A deeply Malcolmian volume on painters, photographers, writers, and critics. Janet Malcolm's In the Freud Archives and The Journalist and the Murderer, as well as her books about Sylvia Plath and Gertrude Stein, are canonical in the realm of nonfiction—as is the title essay of this collection, with its forty-one "false starts," or serial attempts to capture the essence of the painter David Salle, which becomes a dazzling portrait of an artist. Malcolm is "among the most intellectually provocative of authors," writes David Lehman in The Boston Globe, "able to turn epiphanies of perception into explosions of insight." Here, in Forty-one False Starts, Malcolm brings together essays published over the course of several decades (largely in The New Yorker and The New York Review of Books) that reflect her preoccupation with artists and their work. Her subjects are painters, photographers, writers, and critics. She explores Bloomsbury's obsessive desire to create things visual and literary; the "passionate collaborations" behind Edward Weston's nudes; and the character of the German art photographer Thomas Struth, who is "haunted by the Nazi past," yet whose photographs have "a lightness of spirit." In "The Woman Who Hated Women," Malcolm delves beneath the "onyx surface" of Edith Wharton's fiction, while in "Advanced Placement" she relishes the black comedy of the Gossip Girl novels of Cecily von Zeigesar. In "Salinger's Cigarettes," Malcolm writes that "the pettiness, vulgarity, banality, and vanity that few of us are free of, and thus can tolerate in others, are like ragweed for Salinger's helplessly uncontaminated heroes and heroines." "Over and over," as Ian Frazier writes in his introduction, "she has demonstrated that nonfiction—a book of reporting, an article in a magazine, something we see every day—can rise to the highest level of literature." One of Publishers Weekly's Best Nonfiction Books of 2013
Author: Francesca Helm
Publisher: Research-publishing.net
ISBN: 2490057189
Category : Computers
Languages : en
Pages : 204
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Book Description
This book explores how identities emerge and are negotiated by young people in online facilitated dialogue, a form of virtual exchange. It offers a framework for this type of exploration based on the assumption that both the situated context and the technologies mediating online interactions influence, but do not necessarily determine, the interactions taking place and the participants’ identity orientations. Identity is viewed not as fixed and static, but rather multiple and fluid as interactants position themselves in relation to one another. This framework is then applied to the analysis of one specific virtual exchange context, and the interactions over several weeks of a group of participants from a wide range of backgrounds.
Author: Grant P. Wiggins
Publisher: ASCD
ISBN: 1416600353
Category : Education
Languages : en
Pages : 383
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Book Description
What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today's high-stakes, standards-based environment? Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum. Combining provocative ideas, thoughtful analysis, and tested approaches, this new edition of Understanding by Design offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike.
Author: Paula J. Clarke
Publisher: John Wiley & Sons
ISBN: 1118606744
Category : Education
Languages : en
Pages : 226
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Book Description
Developing Reading Comprehension “In recent years the debate about teaching young children to read has tended to focus upon equipping them with the crucially important knowledge and skills they need to read words accurately in and out of context, that is to say, teaching them how the alphabet works for reading and spelling. While such knowledge and skills are essential, more is required for children to become literate, fluent readers who understand what they read. In short, the goal of reading is comprehension. This book scrupulously examines the obstacles to reading comprehension and exemplifies what can be done to help children overcome them. It is an important and timely contribution to securing high-quality teaching of the range of attributes children need to become fully-fledged readers.” Sir Jim Rose, CBE “The studies by Professors Charles Hulme and Maggie Snowling and their team over two decades based around the Reading Intervention Programme are the most sustained, comprehensive and rigorous research series on reading yet conducted in the UK. Their increasing focus on children who experience the most difficulty in reading is exactly where attention should be directed. This volume summarises the team’s achievements to date, and is most eagerly awaited.” Greg Brooks, Emeritus Professor of Education, University of Sheffield, Member of European High Level Group of Experts on Literacy “Developing Reading Comprehension presents a landmark study from the top research team in the UK on how to improve reading comprehension. It’s an exemplary masters-level textbook written with undergraduate-level lucidity and approachability.” Colin Harrison, Emeritus Professor of Literacy Studies in Education, University of Nottingham A significant minority of children aged 7–11, despite being able to read fluently and accurately, have difficulty extracting meaning from text. This detailed guide offers three evidence-based intervention programmes, drawn from the cutting edge of educational psychology, for improving the reading skills of children in this group. It includes a definitive introduction to the characteristics of the ‘poor comprehender profile’, and explains how to monitor and assess students’ experiences and learning outcomes. With invaluable strategies for teachers, psychologists and special educational needs coordinators, the book will help professionals to support learners in their efforts to explore the full richness of language and to read with real understanding.
