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Author: Gunther Kress
Publisher: Routledge
ISBN: 1134908288
Category : Education
Languages : en
Pages : 248
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Book Description
First published in 1982, this influential and classic text poses two questions: what is it that a child learns when he or she learns to write? What can we learn about children, society and ourselves, by looking at this process? The book is based on a close analysis of a series of written texts by primary school children and is written for student teachers with little or no knowledge of linguistics. In this new edition, Gunther Kress has made extensive revisions in the light of recent developments in linguistics and in education. The theoretical focus is now a social semiotic one, which allows a fundamental rethinking of issues such as 'preliteracy' and broad social and cultural questions around the making of texts.
Author: Gunther Kress
Publisher: Routledge
ISBN: 1134908288
Category : Education
Languages : en
Pages : 248
Get Book Here
Book Description
First published in 1982, this influential and classic text poses two questions: what is it that a child learns when he or she learns to write? What can we learn about children, society and ourselves, by looking at this process? The book is based on a close analysis of a series of written texts by primary school children and is written for student teachers with little or no knowledge of linguistics. In this new edition, Gunther Kress has made extensive revisions in the light of recent developments in linguistics and in education. The theoretical focus is now a social semiotic one, which allows a fundamental rethinking of issues such as 'preliteracy' and broad social and cultural questions around the making of texts.
Author: Eduardo Mortimer
Publisher: McGraw-Hill Education (UK)
ISBN: 033522654X
Category : Social Science
Languages : en
Pages : 160
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Book Description
This book focuses on the talk of science classrooms and in particular on the ways in which the different kinds of interactions between teachers and students contribute to meaning making and learning. Central to the text is a new analytical framework for characterising the key features of the talk of school science classrooms. This framework is based on sociocultural principles and links the work of theorists such as Vygotsky and Bakhtin to the day-to-day interactions of contemporary science classrooms. *presents a framework, based on sociocultural theory, for analysing the language of teaching and learning interactions in science classrooms *provides detailed examples and illustrations of insights gained from applying the framework to real science lessons in Brazil and the UK. *demonstrates how these ways of thinking about classroom talk can be drawn upon to inform the professional development of science teachers. *offers an innovative research methodology, based on sociocultural theory, for analysing classroom talk. *expands upon the ways in which sociocultural theory has been systematically applied to analysing classroom contexts. This book offers a powerful set of tools for thinking and talking about the day-to-day practices of contemporary science classrooms. It contains messages of fundamental importance and insight for all of those who are interested in reflecting on the interactions of science teaching and learning, whether in the context of teaching, higher degree study, or research.
Author: Buckler, Carolee
Publisher: UNESCO
ISBN: 9231000535
Category : Environmental education
Languages : en
Pages : 198
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Book Description
Author: Rosalind Driver
Publisher: Routledge
ISBN: 113486082X
Category : Education
Languages : en
Pages : 330
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Book Description
When children begin secondary school they already have knowledge and ideas about many aspects of the natural world from their experiences both in primary classes and outside school. These ideas, right or wrong, form the basis of all they subsequently learn. Research has shown that teaching is unlikely to be effective unless it takes into account the position from which the learner starts. Making Sense of Secondary Science provides a concise and accessible summary of the research that has been done internationally in this area. The research findings are arranged in three main sections: * life and living processes * materials and their properties * physical processes. Full bibliographies in each section allow interested readers to pursue the themes further. Much of this material has hitherto been available only in limited circulation specialist journals or in unpublished research. Its publication in this convenient form will be welcomed by all researchers in science education and by practicing science teachers continuing their professional development, who want to deepen their understanding of how their children think and learn.
Author: Mark S. Litwin
Publisher: SAGE Publications
ISBN: 1506319815
Category : Social Science
Languages : en
Pages : 99
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Book Description
UCLA School of Medicine, Los Angeles Aimed at helping readers improve the accuracy of their survey, Litwin′s book guides in assessing and interpreting the quality of their survey data by thoroughly examining the survey instrument used. The book also explains how to code and pilot test new and established surveys. In addition, it covers such issues as how to measure reliability (e.g., test-retest, alternate-form, internal consistency, inter-observer, and intra-observer reliability), how to measure validity (including content, criterion, and construct validity), how to address cross-cultural issues in survey research, and how to scale and score a survey. "I found this work to be of very high quality with respect to both content and writing. It is commendable in terms of communicating and facilitating understanding of sometimes difficult concepts. It will make an excellent text for my introductory course on survey research and, I imagine, for many similar or related courses in the social sciences or education. All the pedagogical features, including the exercises, are excellent, and the level of writing throughout not only is appropriate for an introductory volume, but also engaging and lively." --Daniel U. Levine, Department of Education, University of Nebraska
Author: Peter J. Fensham
Publisher: Routledge
ISBN: 1317856228
Category : Education
Languages : en
Pages : 291
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Book Description
First published in 1994. Leading scholars in science education from eight countries on four continents and ex-pert practising science teachers (primary and secondary) wrote about the teaching and learning of particular science content or skills, and hence how different science content requires different sorts of teaching and learning. Having shared the papers, they then met to discuss them and subsequently revised them. The result is a coherent set of chapters that share valuable insights about the teaching and learning of science. Some chapters consider the detail of specific topics (e.g. floating and sinking, soil and chemical change), some describe innovative procedures, others provide powerful theory. Together they provide a comprehensive analysis of constructivist learning and teaching implications.
Author: David Marsh
Publisher:
ISBN: 9781443875578
Category : Education, Bilingual
Languages : en
Pages : 0
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Book Description
This volume explores the current position of CLIL on the three main fronts where it is attracting particular attention in specialized literature, namely, implementation, research, and teacher training. To this end, it presents evidence from national and international research projects, governmentally-financed pedagogical initiatives, grassroots experiences and investigations, and inter-institutional training programs which offer insights into how CLIL is working in action on the afore-mentioned three levels. The opening section of the book (â oeCLIL in action: Practical considerationsâ ) provides a window into how CLIL implementation is unravelling at the grassroots level vis-à-vis key aspects for CLIL development, such as the design of materials, the use of ICT, and the importance of extramural exposure. The second part (â oeThe effects of CLIL on language learning: Research-based evidenceâ ) explores some key areas for future research, showcasing how engaging in research as a device that drives reflection is the best possible way to continue moving the CLIL agenda forward. Finally, in the third part (â oePreparing teachers for CLIL: Practical proposalsâ ), the interface of research and pedagogy is discussed, as the former informs the latter in a clear instantiation of what Coyle (2011) terms â oeevidence-based practiceâ in setting necessary teacher training actions in place. As such, the volume addresses three burning issues in the CLIL scenario through practical and research-based proposals of tried-and-true CLIL development. If all three strands â " implementation, research, and training â " dovetail and progress in harmony, a solid template will be built for the future and the CLIL agenda will be pushed forward. By pooling together the insights of a set of researchers, teacher trainers, policy makers, and grassroots practitioners, this volume will contribute to this much-needed endeavour.
Author: Carlos Periñán Pascual
Publisher:
ISBN: 9781443884617
Category : Cognitive grammar
Languages : en
Pages : 0
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Book Description
Today, there is a need to develop natural language processing (NLP) systems from deeper linguistic approaches. Although there are many NLP applications which can work without taking into account any linguistic theory, this type of system can only be described as â oedeceptively intelligentâ . On the other hand, however, those computer programs requiring some language comprehension capability should be grounded in a robust linguistic model if they are to display the expected behaviour. The purpose of this book is to examine and discuss recent work in meaning and knowledge representation within theoretical linguistics and cognitive linguistics, particularly research which can be reused to model NLP applications.
Author: Michael Allingham
Publisher: OUP Oxford
ISBN: 0191579262
Category : Business & Economics
Languages : en
Pages : 144
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Book Description
We make choices all the time - about trivial matters, about how to spend our money, about how to spend our time, about what to do with our lives. And we are also constantly judging the decisions other people make as rational or irrational. But what kind of criteria are we applying when we say that a choice is rational? What guides our own choices, especially in cases where we don't have complete information about the outcomes? What strategies should be applied in making decisions which affect a lot of people, as in the case of government policy? This book explores what it means to be rational in all these contexts. It introduces ideas from economics, philosophy, and other areas, showing how the theory applies to decisions in everyday life, and to particular situations such as gambling and the allocation of resources. ABOUT THE SERIES: The Very Short Introductions series from Oxford University Press contains hundreds of titles in almost every subject area. These pocket-sized books are the perfect way to get ahead in a new subject quickly. Our expert authors combine facts, analysis, perspective, new ideas, and enthusiasm to make interesting and challenging topics highly readable.
Author: Johann Heinrich Pestalozzi
Publisher:
ISBN:
Category : Domestic education
Languages : en
Pages : 216
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Book Description
