Classroom Language: What Sort (RLE Edu O) 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 Classroom Language: What Sort (RLE Edu O) PDF full book. Access full book title Classroom Language: What Sort (RLE Edu O) by Jill Richards. Download full books in PDF and EPUB format.
Author: Jill Richards
Publisher: Routledge
ISBN: 1136452702
Category : Education
Languages : en
Pages : 162
Get Book Here
Book Description
The acquisition and use of language are just as vital to children’s learning when the newer classroom methods are being employed as ever they were when the more traditional approaches were being used. Child centred learning has increasingly influenced language use and language work in the classroom – mainly in the primary sector, but also in the teaching of English, and indirectly in the teaching of other subject areas including the sciences. Interest in school learning and the special language it requires, compared with the language demands of everyday life, have recently developed in answer to the concern about allocation of the time available within the school timetable for each subject-based learning experience. In this volume the author focuses mainly on the language of subject learning in the secondary schools. She looks critically at some current notions concerned with language and learning and examines their translation into classroom practice. She then develops a picture of the language demands made by other subject areas using collected language material and finally, in the light of this evidence, she attempts to identify the range of language in everyday use in schools, goes on to draw conclusions and then makes recommendations.
Author: Jill Richards
Publisher: Routledge
ISBN: 1136452702
Category : Education
Languages : en
Pages : 162
Get Book Here
Book Description
The acquisition and use of language are just as vital to children’s learning when the newer classroom methods are being employed as ever they were when the more traditional approaches were being used. Child centred learning has increasingly influenced language use and language work in the classroom – mainly in the primary sector, but also in the teaching of English, and indirectly in the teaching of other subject areas including the sciences. Interest in school learning and the special language it requires, compared with the language demands of everyday life, have recently developed in answer to the concern about allocation of the time available within the school timetable for each subject-based learning experience. In this volume the author focuses mainly on the language of subject learning in the secondary schools. She looks critically at some current notions concerned with language and learning and examines their translation into classroom practice. She then develops a picture of the language demands made by other subject areas using collected language material and finally, in the light of this evidence, she attempts to identify the range of language in everyday use in schools, goes on to draw conclusions and then makes recommendations.
Author: Noelle Bisseret
Publisher: Routledge
ISBN: 1136470832
Category : Education
Languages : en
Pages : 162
Get Book Here
Book Description
This book presents an analysis of the ‘essentialist ideology’, which is inherent to class-based societies. The author argues that essentialist ideology is efficient through its unconscious component and is imposed on everyone. It guides school selection and imposes on each class a language specific in its reference to concrete domination relations. It even unbalances the scientific objectivity of researchers in the social sciences, not only among those who abide by the theory of natural aptitudes, but also among its sharpest critics, such as Basil Bernstein, Pierre Bourdieu and J C Passeron, whose work is considered in this book.
Author: Richard Mills
Publisher: Routledge
ISBN: 1136452788
Category : Education
Languages : en
Pages : 225
Get Book Here
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.
Author: Stephen Rowland
Publisher: Routledge
ISBN: 113645263X
Category : Education
Languages : en
Pages : 178
Get Book Here
Book Description
This book, by closely recording and reflecting upon the work and play of a group of 9 to 11 year-old children in a primary classroom, develops an approach to teaching and learning which is based upon the ways in which children are able to exercise a controlling influence over their own learning activity. It also suggests the sharing and analysis of classroom experience should be part of a teacher’s day-to-day life. The material for the book was gathered during a year of classroom enquiry in which the author combined the roles of teacher and researcher, working alongside the normal class teacher in a primary school. Samples of the children’s work are carefully described and analysed in an attempt to get behind the overt behaviour of the children and reveal the purposes, concerns and thinking that underlies their activity.
Author: Sara Delamont
Publisher: Routledge
ISBN: 1317796330
Category : Education
Languages : en
Pages : 295
Get Book Here
Book Description
Focusing on pupils moving from primary to middle or secondary school, it describes and evaluates the schools’ programmes to ease transfer, and includes material provided by the pupils themselves. The main body of the book is a rich and detailed account of the first months of life in new secondary schools, where the pleasures and perils of new friends, new teachers and new subjects, and a new approach to teaching are encountered. The book conveys vividly how pupils experience a new environment, and meet its dangers, rules and regulations, timetable, complex groupings and ideology. Inside the Secondary Classroom was the first comparative ethnography of school life in Britain, carried out in six schools. It reveals surprising similarities and differences between them.The cases studied range from highly successful pupils with nine ‘O’ levels to others with severe social and personal problems.
Author: Nigel Thrift
Publisher: Routledge
ISBN: 131765207X
Category : Social Science
Languages : en
Pages : 263
Get Book Here
Book Description
This book is abut the place of space in the study of class formation. It consists of a set of papers that fix on different aspects of the human geography of class formation at different points in the history of Britain and the United States over the course of the last 200 years. The book shows that the geography of class formation is a valuable and cross-disciplinary tool in the study of modern societies, integrating the work of human geographers with that of social historians, sociologists, social anthropologists and other social scientists in an enterprise which emphasises the essential unity of social science.
Author: Baek, Young Kyun
Publisher: IGI Global
ISBN: 1615207147
Category : Computers
Languages : en
Pages : 358
Get Book Here
Book Description
As part of an international dialogue between researchers in educational technology, this title investigates where games can motivate students to learn and improve their knowledge and skills.
Author: Les Johnston
Publisher: Routledge
ISBN: 1317502604
Category : Political Science
Languages : en
Pages : 149
Get Book Here
Book Description
This book, first published in 1986, presents a radical challenge to socialist orthodoxy, subjecting a key component of that orthodoxy – Marxism – to sustained criticism. Les Johnston argues that Marxism cannot provide the foundations for a rigorous socialist theory or an effective socialist politics. A fundamental element of this criticism is the suggestion that the problem of ‘reductionism’ which has preoccupied Marxists is a red herring. Marxism’s problem is not its reductionism but its theoretical incoherence. Marxism is not ‘deterministic’, for there is invariably an indeterminate relationship between the materialism it invokes and the forms of politics it adopts. However, materialism is an obstacle to socialist theory. The contradictions and failures of Marxist class analysis suggest that the class concept is inadequate to the demands that socialists continue to place on it. It is not merely class which is problematic, however, but the conception of political interests which is associated with it. Even recent Marxist ‘revisionists’ who dispense with class primacy are unwilling to come to terms with the question of how socialist political interests are constituted. Socialist theory has to recognise the varied forces and interests on ‘the left’, and an effective socialism will have to be a pluralistic one. This means there can be no general theory of socialism, since a pluralistic socialism has to be able to adjust to varying social conditions.
Author: Luciano Gasser
Publisher: Frontiers Media SA
ISBN: 2889746984
Category : Science
Languages : en
Pages : 210
Get Book Here
Book Description
Author: Robyn M. Gillies
Publisher: Springer Science & Business Media
ISBN: 0387708928
Category : Education
Languages : en
Pages : 277
Get Book Here
Book Description
Cooperative learning is widely endorsed as a pedagogical practice that promotes student learning. Recently, the research focus has moved to the role of teachers’ discourse during cooperative learning and its effects on the quality of group discussions and the learning achieved. However, although the benefits of cooperative learning are well documented, implementing this pedagogical practice in classrooms is a challenge that many teachers have difficulties accomplishing. Difficulties may occur because teachers often do not have a clear understanding of the basic tenets of cooperative learning and the research and theoretical perspectives that have informed this practice and how they translate into practical applications that can be used in their classrooms. In effect, what do teachers need to do to affect the benefits widely documented in research? A reluctance to embrace cooperative learning may also be due to the challenge it poses to teachers’ control of the learning process, the demands it places on classroom organisational changes, and the personal commitments teachers need to make to sustain their efforts. Moreover, a lack of understanding of the key role teachers need to play in embedding cooperative learning into the curricula to foster open communication and engagement among teachers and students, promote cooperative investigation and problem-solving, and provide students with emotionally and intellectually stimulating learning environments may be another contributing factor. The Teacher's Role in Implementing Cooperative Learning in the Classroom provides readers with a comprehensive overview of these issues with clear guidelines on how teachers can embed cooperative learning into their classroom curricula to obtain the benefits widely attributed to this pedagogical practice. It does so by using language that is appropriate for both novice and experienced educators. The volume provides: an overview of the major research and theoretical perspectives that underpin the development of cooperative learning pedagogy; outlines how specific small group experiences can promote thinking and learning; discusses the key role teachers play in promoting student discourse; and, demonstrates how interaction style among students and teachers is crucial in facilitating discussion and learning. The collection of chapters includes many practical illustrations, drawn from the contributors’ own research of how teachers can use cooperative learning pedagogy to facilitate thinking and learning among students across different educational settings.
