Author: Philip Durrant
Publisher: Cambridge University Press
ISBN: 1108808018
Category : Language Arts & Disciplines
Languages : en
Pages : 255
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Book Description
Quantitative corpus research on written language development has expanded rapidly in recent years, assisted by the ever-increasing power and accessibility of software capable of reliably analysing huge collections of learner writing. For this work to reach its full potential, it is important that researchers have a strong understanding of its methodological foundations and of the existing empirical evidence base on which it can build. This book provides the most comprehensive discussion to date of research in this area. Covering both first and second language learning contexts, it sets out a coherent theoretical framework and systematically reviews studies published over the last seventy years in order to establish what such research has taught us about written language development, what it hasn't taught us, and what we should do next. Timely and original, this is an essential reference work for academic researchers and students of first and second language writing.
Author: Philip Durrant
Publisher: Cambridge University Press
ISBN: 1108477623
Category : Language Arts & Disciplines
Languages : en
Pages : 255
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Book Description
Gives a theoretical and empirical grounding for quantitative corpus linguistic research in first and second language writing development.
Author:
Publisher: BRILL
ISBN: 9004346368
Category : Education
Languages : en
Pages : 234
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Book Description
In Writing Development in Struggling Learners, international researchers provide insights into the development of writing skills from early writing and spelling development through to composition, the reasons individuals struggle to acquire proficient writing skills and how to help these learners.
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: Nelson Flores
Publisher: Multilingual Matters
ISBN: 1800410069
Category : Language Arts & Disciplines
Languages : en
Pages : 238
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Book Description
It is common for scholarly and mainstream discourses on dual language education in the US to frame these programs as inherently socially transformative and to see their proliferation in recent years as a natural means of developing more anti-racist spaces in public schools. In contrast, this book adopts a raciolinguistic perspective that points to the contradictory role that these programs play in both reproducing and challenging racial hierarchies. The book includes 11 chapters that adopt a range of methodological techniques (qualitative, quantitative and textual), disciplinary perspectives (linguistics, sociology and anthropology) and language foci (Spanish, Hebrew and Korean) to examine the ways that dual language education programs in the US often reinforce the racial inequities that they purport to challenge.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309219590
Category : Education
Languages : en
Pages : 504
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Book Description
A high level of literacy in both print and digital media is required for negotiating most aspects of 21st-century life, including supporting a family, education, health, civic participation, and competitiveness in the global economy. Yet, more than 90 million U.S. adults lack adequate literacy. Furthermore, only 38 percent of U.S. 12th graders are at or above proficient in reading. Improving Adult Literacy Instruction synthesizes the research on literacy and learning to improve literacy instruction in the United States and to recommend a more systemic approach to research, practice, and policy. The book focuses on individuals ages 16 and older who are not in K-12 education. It identifies factors that affect literacy development in adolescence and adulthood in general, and examines their implications for strengthening literacy instruction for this population. It also discusses technologies for learning that can assist with multiple aspects of teaching, assessment,and accommodations for learning. There is inadequate knowledge about effective instructional practices and a need for better assessment and ongoing monitoring of adult students' proficiencies, weaknesses, instructional environments, and progress, which might guide instructional planning. Improving Adult Literacy Instruction recommends a program of research and innovation to validate, identify the boundaries of, and extend current knowledge to improve instruction for adults and adolescents outside school. The book is a valuable resource for curriculum developers, federal agencies such as the Department of Education, administrators, educators, and funding agencies.
Author: Judith C. Hochman
Publisher: John Wiley & Sons
ISBN: 1119364914
Category : Education
Languages : en
Pages : 311
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Book Description
Why you need a writing revolution in your classroom and how to lead it The Writing Revolution (TWR) provides a clear method of instruction that you can use no matter what subject or grade level you teach. The model, also known as The Hochman Method, has demonstrated, over and over, that it can turn weak writers into strong communicators by focusing on specific techniques that match their needs and by providing them with targeted feedback. Insurmountable as the challenges faced by many students may seem, The Writing Revolution can make a dramatic difference. And the method does more than improve writing skills. It also helps: Boost reading comprehension Improve organizational and study skills Enhance speaking abilities Develop analytical capabilities The Writing Revolution is as much a method of teaching content as it is a method of teaching writing. There's no separate writing block and no separate writing curriculum. Instead, teachers of all subjects adapt the TWR strategies and activities to their current curriculum and weave them into their content instruction. But perhaps what's most revolutionary about the TWR method is that it takes the mystery out of learning to write well. It breaks the writing process down into manageable chunks and then has students practice the chunks they need, repeatedly, while also learning content.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309324882
Category : Social Science
Languages : en
Pages : 587
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Book Description
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
Author: P. David Pearson
Publisher: Psychology Press
ISBN: 9780805824162
Category : Reading
Languages : en
Pages : 1108
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Book Description
"The Handbook of Reading Research is the research handbook for the field. Each volume has come to define the field for the period of time it covers ... When taken as a set, the four volumes provide a definitive history of reading research"--Back of cover, volume 4.
Author: Lee McCallum
Publisher: Cambridge University Press
ISBN: 1009083759
Category : Language Arts & Disciplines
Languages : en
Pages : 145
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Book Description
This Element explores relationships between collocations, writing quality, and learner and contextual variables in a first-year composition (FYC) programme. Comprising three studies, the Element is anchored in understanding phraseological complexity and its sub-constructs of sophistication and diversity. First, the authors look at sophistication through association measures. They tap into how these measures may tell us different types of information about collocation via a cluster analysis. Selected measures from this clustering are used in a cumulative links model to establish relationships between these measures, measures of diversity and measures of task, the language background of the writer and individual writer variation, and writing quality scores. A third qualitative study of the statistically significant predictors helps understand how writers use collocations and why they might be favoured or downgraded by raters. This Element concludes by considering the implications of this modelling for assessment.
