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Author: IBE
Publisher: UNESCO Publishing
ISBN: 9231001981
Category :
Languages : en
Pages : 323
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Book Description
Author: IBE
Publisher: UNESCO Publishing
ISBN: 9231001981
Category :
Languages : en
Pages : 323
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Book Description
Author:
Publisher: Odile Jacob
ISBN: 2738190960
Category :
Languages : en
Pages : 226
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 592
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Book Description
Author: Electre
Publisher:
ISBN: 9782765408468
Category :
Languages : fr
Pages : 1798
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Book Description
Author: Kenneth S. Goodman
Publisher: Routledge
ISBN: 1135096740
Category : Language Arts & Disciplines
Languages : en
Pages : 250
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Book Description
Accountability, in the form of standardized test scores, is built into many government literacy policies, with severe consequences for schools and districts that fail to meet ever-increasing performance levels. The key question this book addresses is whose knowledge is considered in framing government literacy policies? The intent is to raise awareness of the degree to which expertise is being ignored on a worldwide level and pseudo-science is becoming the basis for literacy policies and laws. The authors, all leading researchers from the U.S., U.K., Scotland, France, and Germany, have a wide range of views but share in common a deep concern about the lack of respect for knowledge among policy makers. Each author comes to the common subject of this volume from the vantage point of his or her major interests, ranging from an exposition of what should be the best knowledge utilized in an aspect of literacy education policy, to how political decisions are impacting literacy policy, to laying out the history of events in their own country. Collectively they offer a critical analysis of the condition of literacy education past and present and suggest alternative courses of action for the future.
Author: Ivan G. Marcus
Publisher: University of Washington Press
ISBN: 0295803924
Category : Social Science
Languages : en
Pages : 385
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Book Description
In this original and sweeping review of Jewish culture and history, Ivan Marcus examines how and why various rites and customs celebrating stages in the life cycle have evolved through the ages and persisted to this day. For each phase of life--from childhood and adolescence to adulthood and the advanced years—the book traces the origin and development of specific rites associated with the events of birth, circumcision, and schooling; bar and bat mitzvah and confirmation; engagement, betrothal, and marriage; and aging, dying, and remembering. Customs in Jewish tradition, such as the presence of godparents at a circumcision, the use of a four-poled canopy at a wedding, and the placing of small stones on tombstones, are discussed. In each chapter, detailed descriptions walk the reader through such ceremonies as early modern and contemporary circumcision, weddings, and funerals. In a comparative framework, Marcus illustrates how Jewish culture has negotiated with the majority cultures of the ancient Near East, Greco-Roman antiquity, medieval European Christianity, and Mediterranean Islam, as well as with modern secular and religious movements and social trends, to renew itself through ritual innovation. In his extensive research on the Jewish life cycle, Marcus draws from documents on various customs and ritual practices, offering reassessments of original sources and scholarly literature. Marcus’s survey is the first comprehensive study of the rites of the Jewish life cycle since Hayyim Schauss's The Lifetime of the Jew was published in 1950, written for Jewish readers. Marcus’s book addresses a broader audience and is designed to appeal to scholars and interested readers.
Author: Sajitha Bashir
Publisher: World Bank Publications
ISBN: 1464814112
Category : Education
Languages : en
Pages : 579
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Book Description
Cet ouvrage présente une série d’orientations politiques, ainsi que leurs déclinaisons opérationnelles, permettant aux pays d’Afrique subsaharienne de relever le défi de l’amélioration de l’apprentissage tout en élargissant l’accès et en assurant l’achèvement d’une éducation de base pour tous. L’étude souligne l’importance de configurer le système éducatif de manière à ce qu’il soit constamment axé sur les résultats et à ce que tous les enfants aient accès à de bonnes écoles, du matériel d’apprentissage de qualité et d’excellents enseignants. L’approche de cet ouvrage est unique car elle caractérise les pays en fonction des défis auxquels ils ont été confrontés dans les années 1990 et selon les progrès accomplis en matière d’éducation au cours des 25 dernières années, ce qui permet ainsi aux pays de la région d’apprendre les uns des autres. Les auteurs présentent une revue de littérature et y ajoutent de nouvelles analyses tirées de multiples données provenant d’une trentaine pays de la région. Ils intègrent également des résultats de recherche sur ce qui influence l’apprentissage des enfants, leur accès à la scolarisation et les progrès accomplis grâce à l’éducation de base. Le livre tire des leçons sur la région pour la région à partir de ce qui fonctionne et de ce qui serait nécessaire d’améliorer. Le livre explore quatre pistes pour aider les pays à ajuster leurs systèmes éducatifs afin d’améliorer l’apprentissage : poursuivre les efforts inachevés visant à assurer une éducation de base universelle et de qualité, assurer une supervision et un soutien efficaces des enseignants, concentrer les priorités de dépenses et les procédures budgétaires sur l’amélioration de la qualité, et combler le déficit de capacités du système institutionnel. L’ouvrage se termine par une évaluation de la manière dont les prévisions de taux de fécondité et de croissance économique peuvent impacter les progrès futurs en matière d’éducation.
Author:
Publisher:
ISBN:
Category : Canada
Languages : en
Pages : 1028
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Book Description
Author:
Publisher:
ISBN:
Category : Reading
Languages : en
Pages : 784
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Book Description
Author: R. Malatesha Joshi
Publisher: Routledge
ISBN: 1136781358
Category : Education
Languages : en
Pages : 817
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Book Description
Until about two decades ago, the study of writing systems and their relationship to literacy acquisition was sparse and generally modeled after studies of English language learners. This situation is now changing. As the worldwide demand for literacy continues to grow, researchers from different countries with different language backgrounds have begun examining the connection between their writing systems and literacy acquisition. This text, which derives from a NATO sponsored conference on orthography and literacy, brings together the research of 70 scholars from across the world--the largest assemblage of such experts to date. Their findings are grouped into three parts, as follows: Part I, Literacy Acquisition in Different Writing Systems, describes the relationship between orthography and literacy in twenty-five orthographic systems. This section serves as a handy reference source for understanding the orthographies of languages as diverse as Arabic, Chinese, English, Icelandic, Kannada, and Kishwahili. Part II, Literacy Acquisition From a Cross-Linguistic Perspective, makes direct comparisons of literacy acquisition in English and other orthographic systems. The overall conclusion that emerges from these eight chapters is that the depth of an orthographic system does influence literacy acquisition primarily by slowing down the acquisition of reading skills. Even so, studies show that dyslexic readers can be found across all orthographic systems whether shallow or deep, which shows that dyslexia also has internal cognitive and biological components. Part III, Literacy Acquisition: Instructional Perspectives, explores literacy acquisition from developmental and instructional perspectives and ends with a look into the future of literacy research. This Handbook is appropriate for scholars, researchers, and graduate students in such diverse fields as cognitive psychology, psycholinguistics, literacy education, English as a second language, and communication disorders.
