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Author: Fred J. Schonell
Publisher: Longman Schools Division (a Pearson Education Company)
ISBN: 9780050023822
Category : Readers (Primary)
Languages : en
Pages : 128
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Book Description
Author: Fred J. Schonell
Publisher: Longman Schools Division (a Pearson Education Company)
ISBN: 9780050023822
Category : Readers (Primary)
Languages : en
Pages : 128
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Book Description
Author: Prem Lata Sharma
Publisher: Sarup & Sons
ISBN: 9788176256421
Category : Learning, Psychology of
Languages : en
Pages : 262
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Book Description
Author: Mona McNee
Publisher: Andrews UK Limited
ISBN: 1845403827
Category : Education
Languages : en
Pages : 419
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Book Description
By the late 1980s half the nation's children were receiving eleven years of progressivist schooling that failed to give them even the elementary basis of education that was completed by the age of seven in earlier days. This great reading disaster was caused by the ‘look–say' method of teaching, which presented whole words not individual letters. This book explains the causes and provides the solution to this problem. In 2006, the Secretary of State for Education and Skills has ordered schools to use the phonic method but there seems little evidence that its implications are properly understood or that any serious re-training programme for teachers is being put in place. The authors believe their explanations and recommendations in this book are thus needed just as much as ever.
Author: Hilary Minns
Publisher: McGraw-Hill Education (UK)
ISBN: 0335232337
Category : Education
Languages : en
Pages : 178
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Book Description
What do young children from different cultural backgrounds learn about reading and writing before they come to school? How can schools work with parents to incorporate children's pre-school literacy learning into policies for the development of literacy? What strategies can early years' teachers use to support young children's understanding of the reading process? Read It To Me Now! charts the emergent literacy learning of five four-year old children from different cultural backgrounds in their crucial move from home to school, and demonstrates how children's early understanding of reading and writing is learnt socially and culturally within their family and community. Drawing the children's stories together, Hilary Minns discusses the role of the school in recognizing and developing children's literacy learning, including that of emergent bilingual learners, and in developing genuine home-school links with families. This edition of Read It To Me Now! makes reference to current texts that take knowledge and ideas of children's literacy learning further, and includes discussion of the literacy requirements of the National Curriculum.
Author: Brenda Thompson
Publisher: London : Sidgwick & Jackson
ISBN:
Category : Education
Languages : en
Pages : 264
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Book Description
Author: Betty J. Eller
Publisher: Bloomsbury Publishing USA
ISBN: 0313066140
Category : Education
Languages : en
Pages : 535
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Book Description
As major political and social changes continue to sweep through the countries of the world, and more and more nations move toward forms of social democracy, the importance of being able to read has taken on a new urgency. The burden of government, commerce, education, and social welfare is moving increasingly toward the individual, and with it the need to turn basic reading skills into the sophisticated ability to analyze, comprehend, and debate the whole world of language in front of him. This book offers an opportunity to see how the process of learning to read is being handled in a broad cross-section of countries in the world, representing the First, Second, and Third Worlds. Each of the twenty-six country surveys has been written by an international scholar indigenous to that land and follows the same basic pattern in examining reading education. Following a brief introduction to the nation and its particular educational characteristics, ten reading-associated factors are fully discussed and analyzed. These factors include the language of the country in question, its reading policy, the goals of reading, illiteracy, issues pertaining to the rate and diagnosis of reading disabilities, reading readiness programs, the teacher qualification procedure, the source and availability of materials in reading, the financing of reading education, and research thrusts in the field of reading. Each chapter then concludes with a summary and brief bibliography of important reference sources within that country. This unique study will be an essential reference tool for students and practitioners in-the fields of education and reading literacy, as well as a valuable addition to both public and academic libraries.
Author: Eve Gregory
Publisher: SAGE
ISBN: 1849204918
Category : Education
Languages : en
Pages : 258
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Book Description
′[This book] is a helpful edition to a field where there is a limited amount of good literature to support teachers dealing with second language acquisition in the classroom′ - ESCalate `Gregory′s book is an important and timely contribution to the literature on literacy, biliteracy, second language learning and early childhood education, synthesizing cutting-edge research, perspectives and teaching approaches in a clear and accessible way. Overall, it is a terrific resource′ - Dinah Volk Across the world, an increasing number of young children are learning to read in languages different from their mother tongue, and there is a clear need for a book which addresses the ways in which these children should be taught. Eve Gregory′s book is unique in doing so. Building upon the ideas proposed in Making Sense of a New World, this second edition widens its scope, arguing for the limitations of policies designed for ′monolingual minds′ in favour of methodologies which put plurilingualism at the centre of literacy tuition. This book offers a practical reading programme -- an ′Inside-Out′ (starting from experience) and ′Outside-In′ (starting from literature) approach to teaching which can be used with individuals, small groups and whole classes. It uses current sociocultural theory, while drawing on examples of children from America, Australia, Britain, China, France, Singapore, South Africa and Thailand who are engaged in learning to read nursery rhymes and songs, storybooks, letters, the Bible and the Qur′an as well as school texts, in languages they do not speak fluently. Gregory argues that, in order for literacy tuition to be successful, reading must make sense -- children must feel part of a community of readers. There is no common method which they use to learn, but rather a shared aim to which they aspire: making sense of a new world through new words. Eve Gregory is Professor of Language and Culture in Education at Goldsmiths, University of London.
Author: Paul Long
Publisher: Cambridge Scholars Publishing
ISBN: 1443802980
Category : History
Languages : en
Pages : 305
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Book Description
“corrupt and moronic though the common people are seemingly becoming ... only in the common people can the true work be rooted, the true tradition rediscovered and re-informed” Charles Parker, BBC Radio Producer 1959. In 1958, in his best-selling book Culture and Society, Raymond Williams identified working-class culture as ‘a key issue in our own time’. Why this happened and how this subject was thought about and acted upon is the focus of this book. Paul Long investigates a variety of projects and practices that were designed to describe, validate, reclaim, rejuvenate or generate ‘authentic’ working-class culture as part of the re-imagining of Britishness in the context of the post-war settlement. Detailed case studies cover the wartime cultural activities of CEMA – the forerunner of the Arts Council - the Folk Revival, the impact of Richard Hoggart’s The Uses of Literacy, broadcasting and the radio work of Charles Parker, Ewan MacColl and Peggy Seeger, the roots of modern arts festivals in Arnold Wesker’s Centre 42 project as well as the impact of progressive education on children’s writing and the politics of the English language. ‘Only in the Common People: The Aesthetics of Class in Post-War Britain’ examines the assumptions, idealism and prejudices behind these projects and the terms of class as ‘the preoccupation of a generation’. This approach offers a historicisation of the broader ideas and debates that informed the development of the New Left and British social history and cultural theory, offering an understanding of the rise of respect for ‘the common man’.
Author: Cathy Nutbrown
Publisher: SAGE
ISBN: 1446204758
Category : Education
Languages : en
Pages : 217
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Book Description
'This book aims high; its aspiration and rationale are to be welcomed and applauded....an original and valuable contribution to the literature of early childhood education' - Early Years '"Early Childhood Education" is an extremely valuable and informative book that emphasises the role of history and philosophy in current early childhood practices....this book is accessible, clearly structured and an essential reference for students of Childhood Studies. I would highly recommend this text as an introduction' - ESCalate 'This book makes a refreshing change to a lot of textbooks....It's easy to read, in short chunks, and you don't want to put it down. Well worth investing in this book. I would give this book 9 out of 10' - The National Childminding Association 'This book is an essential, informative read for practitioners and policymakers alike. It encourages reflection, prompts discussion and dialogue and facilitates the building of a common understanding through making us all aware of whose shoulders we are standing on' - Early Years Update 'Every Early Childhood practitioner and policy-maker should keep a copy of this book on their shelves...a thought provoking, and highly informative celebration of the ideas of our field's pioneers. If we are to understand ourselves and our times, and to provide lovingly meaningful experiences for today's young children, we need to understand their web of philosophical legacies and the links with our own' - Professor Tricia David, Emeritus Professor Canterbury Christ Church University and Honorary Emeritus Professor, University of Sheffield This book explores the ideas behind the policies and practices in Early Childhood Education to help give students and practitioners a fuller understanding of the settings in which they work. The authors bring together ideas from the work and writings of major historical figures who have significantly shaped Early Childhood current practices to illustrate the rich history of this ever developing field. Using imaginative tools to bring alive the ideas of past pioneers, the authors show how our understanding of contemporary issues has been influenced by the pioneers. The book also shows how today's practitioners themselves become the pioneers of future development. This book is for all students of Early Childhood Education including those on BA and MA courses, as well as Early Years trainee teachers. It is also relevant to practitioners involved in self - or organisational development.
Author: Richard Mills
Publisher: Routledge
ISBN: 1136452788
Category : Education
Languages : en
Pages : 225
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Book Description
In a sequence of observations of six children aged 5-11 in six different state schools this book offers a slice of classroom life, a microcosm of the educational scene. Since the book was first written there have been many changes in the curriculum, structure, governance and funding of British primary schools, as well as in the language used to describe these changes. But Observing Children in the Primary Classroom remains as valid now as earlier, as a lively and entertaining indicator of children’s daily school experience. We see the reception class of an infants’ school through the eyes of Mike, a lively five-year-old traveller boy. Six-year-old Rashda, a girl of Asian heritage, grapples with English as a Second Language at her multi-ethnic city school. Slow-learner David finds school life rather overpowering, despite receiving expert extra help. Lucy, eight, is a star in everything she does at her Roman Catholic school, while Lorraine, one year older, is cheerful but utterly bewildered. Finally, Peter, organises his work in an open-plan setting and makes some surprising choices.
