The SAGE Handbook of Early Childhood Literacy PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download The SAGE Handbook of Early Childhood Literacy PDF full book. Access full book title The SAGE Handbook of Early Childhood Literacy by Joanne Larson. Download full books in PDF and EPUB format.
Author: Joanne Larson
Publisher: SAGE
ISBN: 1473971241
Category : Education
Languages : en
Pages : 960
Get Book Here
Book Description
This new edition of the much-loved Handbook of Early Childhood Literacy has been revised and updated to retain its cutting-edge focus on emergent and important areas of research. This comprehensive work guides the reader through current social, cultural and historical analysis on a global scale. The new edition contains a greater range of methodologies, and chapters on: - space and literacy - disabilities and early childhood literacy - digital literacies - indigenous literacy - play and literacy - policy In the Handbook, readers will find coverage of all the key topics in early childhood literacy. The exceptional list of contributors offers in-depth expertise in their respective areas of knowledge. The Handbook is essential for Undergraduate students; Masters students; PhD students; CPD students; researchers, and literacy-centre personel. ′The second edition of this internationally respected and widely used text encompases a myriad of new issues and insights, both through new contributions and thoughtfully revised chapters which raise fresh questions and challenges for research and practice. In pushing the boundaries still further, the handbook retains its rightful place at the forefront of research into early childhood literacy practice in the 21st century′ -Professor Teresa Cremin, Open University UK ′This handbook provides in-depth knowledge of insights and theories about the dynamic process of how children come to know literacy as thinking humans in social and cultural spaces. There is a rich array of research perspectives of children′s meaning-making through family and digital liteacies, play and literacy, and in-school and out-of-school literacy experiences′ - Yetta Goodman, Regents Professor, University of Arizona
Author: Joanne Larson
Publisher: SAGE
ISBN: 1473971241
Category : Education
Languages : en
Pages : 960
Get Book Here
Book Description
This new edition of the much-loved Handbook of Early Childhood Literacy has been revised and updated to retain its cutting-edge focus on emergent and important areas of research. This comprehensive work guides the reader through current social, cultural and historical analysis on a global scale. The new edition contains a greater range of methodologies, and chapters on: - space and literacy - disabilities and early childhood literacy - digital literacies - indigenous literacy - play and literacy - policy In the Handbook, readers will find coverage of all the key topics in early childhood literacy. The exceptional list of contributors offers in-depth expertise in their respective areas of knowledge. The Handbook is essential for Undergraduate students; Masters students; PhD students; CPD students; researchers, and literacy-centre personel. ′The second edition of this internationally respected and widely used text encompases a myriad of new issues and insights, both through new contributions and thoughtfully revised chapters which raise fresh questions and challenges for research and practice. In pushing the boundaries still further, the handbook retains its rightful place at the forefront of research into early childhood literacy practice in the 21st century′ -Professor Teresa Cremin, Open University UK ′This handbook provides in-depth knowledge of insights and theories about the dynamic process of how children come to know literacy as thinking humans in social and cultural spaces. There is a rich array of research perspectives of children′s meaning-making through family and digital liteacies, play and literacy, and in-school and out-of-school literacy experiences′ - Yetta Goodman, Regents Professor, University of Arizona
Author: Steve Graham
Publisher: Frontiers Media SA
ISBN: 283254441X
Category : Science
Languages : en
Pages : 267
Get Book Here
Book Description
The study of students’ motivational beliefs about writing and how such beliefs influence writing has increased since the publication of John Hays’ 1996 model of writing. This model emphasized that writers’ motivational beliefs influence how and what they write. Likewise, increased attention has been devoted in recent years to how teachers’ motivational beliefs about writing, especially their efficacy to teach writing, impact how writing is taught and how students’ progress as writers. As a result, there is a need to bring together, in a Research Topic, studies that examine the role and influence of writing beliefs. Historically, the psychological study of writing has focused on what students’ write or the processes they apply when writing. Equally important, but investigated less often, are studies examining how writing is taught and how teachers’ efforts contribute to students’ writing. What has been less prominent in the psychological study of writing are the underlying motivational beliefs that drive (or inhibit) students’ writing or serve as catalysts for teachers’ actions in the classroom when teaching writing. This Research Topic will bring together studies that examine both students’ and teachers’ motivational beliefs about teaching writing. This will include studies examining the operation of such beliefs, how they develop, cognitive and affective correlates, how writing motivational beliefs can be fostered, and how they are related to students’ writing achievement. By focusing on both students’ and teachers’ beliefs, the Research Topic will provide a more nuanced and broader picture of the role of motivation beliefs in writing and writing instruction. This Research Topic includes papers that address students’ motivational beliefs about writing, teachers’ motivational beliefs about writing or teaching writing. Students’ motivational beliefs about writing include: • beliefs about the value and utility of writing, • writing competence, • attitudes toward writing, • goal orientation, • motives for writing, • identity, • epistemological underpinnings writing, • and attributions for success/failure (as examples). Teacher motivational include these same judgements as well as beliefs about their preparation and their students’ competence and progress as writers (to provide additional examples). This Research Topic is interested in papers that examine how such beliefs operate, develop, are related to other cognitive and affective variables, how they are impacted by instruction, and how they are related to students’ writing performance. Submitted studies can include original research (both quantitative, qualitative, or mixed-methods), meta-analysis, and reviews of the literature.
Author: Thomas King
Publisher: House of Anansi
ISBN: 0887846963
Category : American literature
Languages : en
Pages : 184
Get Book Here
Book Description
Winner of the 2003 Trillium Book Award "Stories are wondrous things," award-winning author and scholar Thomas King declares in his 2003 CBC Massey Lectures. "And they are dangerous." Beginning with a traditional Native oral story, King weaves his way through literature and history, religion and politics, popular culture and social protest, gracefully elucidating North America's relationship with its Native peoples. Native culture has deep ties to storytelling, and yet no other North American culture has been the subject of more erroneous stories. The Indian of fact, as King says, bears little resemblance to the literary Indian, the dying Indian, the construct so powerfully and often destructively projected by White North America. With keen perception and wit, King illustrates that stories are the key to, and only hope for, human understanding. He compels us to listen well.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 604
Get Book Here
Book Description
Author: Tai A. Collins
Publisher: Oxford University Press, USA
ISBN: 019006871X
Category : Education
Languages : en
Pages : 305
Get Book Here
Book Description
"This volume includes a variety of intervention strategies utilizing peers as change agents in school-based interventions. The book presents an updated conceptualization of PMIs, including peer-mediated academic interventions, peer-mediated behavioral interventions, and peer-mediated group supports. Each section includes a chapter describing the research supporting each type of PMI, as well as practical chapters detailing the use of different strategies. The practical chapters describe the common procedures involved in each PMI, recommendations for successful implementation with an equity lens in applied settings, and practical resources such as implementation scripts"--
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 748
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : Language and languages
Languages : en
Pages : 790
Get Book Here
Book Description
Author: Susan E. Elliott-Johns
Publisher: Springer
ISBN: 9462099324
Category : Education
Languages : en
Pages : 119
Get Book Here
Book Description
Leadership for Change in Teacher Education: Voices of Canadian Deans of Education presents a rich sampling of diverse perspectives on the topic in a unique collection of reflections contributed by Canadian deans of education. The focus of the inquiry, “What would we hear from deans of education invited to share their perspectives on leadership for change in contemporary teacher education?” invited deans of education to reflect on the research, policies and practices currently informing their leadership. The results, fourteen engaging and provocative essays, offer important insights and increased understandings of the complex nature of their work and explore concerns raised in relation to lived experience and the multi-faceted processes of leading change for teacher education in contemporary contexts. Reflections in these short essays underscore the critical role of deans in provoking, supporting and championing new ideas and approaches to pedagogy for teacher education, and make clear the complexities inherent in leading the change. The Coda highlights the limited scope of related research available in the current literature and recommends urgent attention, in both research and practice, to the preparation of deans and support for their ongoing professional learning and sustainable leadership. This book will be of great interest to scholars, deans of education, teacher educators, university administrators and other policymakers. “Leadership for Change was a catalyst to immersing myself in this book, promising as it does the “Voices of Canadian Deans of Education”. A member of the Association of Canadian Deans of Education (ACDE) for over a decade, I have been honoured to join these voices around many conference tables and other informal sessions. The promise of important insights these voices can share is fulfilled within every one of the compelling chapters. The book reminds us of the diverse geographical, political, and theoretical contexts that enhance understandings of multiple perspectives on leadership and the complex educational challenges inherent in contemporary teacher education. A deep commitment to public education and a profound work ethic towards stellar, relevant teacher education resonates across the work of these deans of education. This thought-provoking book makes a valuable contribution to the literature on reconceptualising leadership for teacher education.” – Professor Fern Snart, Dean of Education, University of Alberta
Author: Nelson Flores
Publisher: Multilingual Matters
ISBN: 1800410069
Category : Language Arts & Disciplines
Languages : en
Pages : 238
Get Book Here
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: Chestin Auzenne-Curl
Publisher: Emerald Group Publishing
ISBN: 1839822686
Category : Education
Languages : en
Pages : 216
Get Book Here
Book Description
Developing Knowledge Communities through Partnerships for Literacy explores the development of knowledge communities - safe spaces on the educational landscape - where research and professional development with literacy teachers and writers can unfurl.
