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Author: Maddie Witter
Publisher: John Wiley & Sons
ISBN: 1118483758
Category : Education
Languages : en
Pages : 341
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Book Description
Imagine a classroom where all students are engaged in highly rigorous and fun learning every single day. That classroom can be yours starting tomorrow. You don’t have to be a reading specialist to pick up this book. Anyone who wants to dramatically improve reading achievement will find helpful suggestions. You might be a third grade teacher whose students have mastered decoding, and you are ready to build their comprehension. Or you might be a high school science teacher whose students aren’t yet reading on level with deep critical thinking. This book is for you. It doesn’t matter whether you are a public, charter, private, or alternative education teacher: the Reading Without Limits program works in each one. Along with hundreds of ready-to-use teaching strategies, Reading Without Limits comes with a supplemental website where teachers can download even more resources for free! Reading Without Limits is the first book offered in the KIPP Educator Series. KIPP, or the Knowledge is Power Program, began in 1994. As of Fall 2012, there are 125 KIPP schools in 20 states and the District of Columbia serving nearly 40,000 students climbing the mountain to and through college.
Author: Maddie Witter
Publisher: John Wiley & Sons
ISBN: 1118483758
Category : Education
Languages : en
Pages : 341
Get Book Here
Book Description
Imagine a classroom where all students are engaged in highly rigorous and fun learning every single day. That classroom can be yours starting tomorrow. You don’t have to be a reading specialist to pick up this book. Anyone who wants to dramatically improve reading achievement will find helpful suggestions. You might be a third grade teacher whose students have mastered decoding, and you are ready to build their comprehension. Or you might be a high school science teacher whose students aren’t yet reading on level with deep critical thinking. This book is for you. It doesn’t matter whether you are a public, charter, private, or alternative education teacher: the Reading Without Limits program works in each one. Along with hundreds of ready-to-use teaching strategies, Reading Without Limits comes with a supplemental website where teachers can download even more resources for free! Reading Without Limits is the first book offered in the KIPP Educator Series. KIPP, or the Knowledge is Power Program, began in 1994. As of Fall 2012, there are 125 KIPP schools in 20 states and the District of Columbia serving nearly 40,000 students climbing the mountain to and through college.
Author: Aki Järvinen
Publisher:
ISBN:
Category : Games
Languages : en
Pages : 438
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Book Description
Author: Cornelis van der Haven
Publisher: BRILL
ISBN: 9004544879
Category : Literary Criticism
Languages : en
Pages : 290
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Book Description
This volume explores the indispensability of a transnational perspective for the construction and writing of literary histories of the Low Countries from 1200- 1800. It looks at the role of mediators such as translators, printers, and editors, at characteristics of literary genres and the possibilities they offered for literary boundary crossing and adaptation, and at the role of regions and urban centers as multilingual hubs. This collection demonstrates the centrality of transnational perspectives for elucidating the complex inter-relationship between Netherlandic and European literary history. The Low Countries were a dynamic site for new literary production and transnational exchange that shaped and reshaped the intellectual landscape of premodern Europe. Contributors include: Lia van Gemert, Lucas van der Deijl, Feike Dietz, Paul Wackers, David Napolitano, James A. Parente, Jr., Frank Willaert, Youri Desplenter, Bart Besamusca, Frans R.E. Blom, and Jan Bloemendal.
Author: Great Britain: Parliament: House of Lords: European Union Committee
Publisher: The Stationery Office
ISBN: 0104010096
Category : Business & Economics
Languages : en
Pages : 226
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Book Description
The draft Audiovisual Media Services (AMS) Directive, published in December 2005, was met with some alarm. It sought to extend the existing 'Television without Frontiers' Directive to new services which were seen to be competing for audience and revenue. In doing so it would have introduced inappropriate regulation on the new media sector. There have now been some changes to the original draft and a tightening of the definition of "television like" services. Although an improvement, the Committee is concerned that there is still not enough legal certainty. They are also worried about the need to defend the 'Country of Origin' approach to single market legislation and reject the idea that regulators should act to preserve the market dominance of existing players from new entrants. They are also unconvinced of the need for any quantitative restriction on advertising.
Author: Margaret M Clark
Publisher: Routledge
ISBN: 1317286200
Category : Education
Languages : en
Pages : 219
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Book Description
Winner of the prestigious UK Literacy Association Academic Book Award for 2015 in its original edition, this fully revised edition of Learning to be Literate uniquely analyses research into literacy from the 1960s through to 2015 with some surprising conclusions. Margaret Clark explores the argument that young children growing up in a literate environment are forming hypotheses about the print around them, including environmental print, television, computer games and mobile phones. In a class where no child can yet read there is a wide range of understanding with regards to concepts of print and the critical features of written language. While to any literate adult, the relationship between spoken and written language may be obvious, young children have to be helped to discover it. This persuasive argument demonstrates the value of research in order to make informed policy decisions about children’s literacy development. Accessible and succinct, Professor Clark’s writing brings into sharp focus the processes involved in becoming literate. The effect on practice of many recent government policies she claims run counter to these insights. The key five thematic sections are backed up with case studies throughout and include: Insights from Literacy Research: 1960s to 1980s Young Literacy Learners: how we can help them Curriculum Developments and Literacy Policies, 1988 to 1997: a comparison between England and Scotland Synthetic Phonics and Literacy Learning: government policy in England 2006 to 2015 Interpretations of Literacy in the Twenty-first Century
Author: Theresa A. Roberts
Publisher: Corwin Press
ISBN: 1412965640
Category : Education
Languages : en
Pages : 265
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Book Description
Combining theory with proven teaching strategies, this resource helps preschool educators produce strong language and literacy outcomes for English learners ages three to five.
Author: Carroll Wetzel Wilkinson
Publisher: Assoc of Cllge & Rsrch Libr
ISBN: 083898603X
Category : Language Arts & Disciplines
Languages : en
Pages : 273
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Book Description
The book raises a broad scope of themes including the intellectual, psychological, cultural, definitional and structural issues that academic instruction librarians face in higher education environments. The chapters in this book represent the voices of eight instruction librarians, including two Immersion faculty members. Other perspectives come from a library dean, a library school faculty member, a library coordinator of school library media certification programs, and a director emerita from a School of Education.
Author: C. G. Weeramantry
Publisher: Martinus Nijhoff Publishers
ISBN: 9789041102416
Category : Political Science
Languages : en
Pages : 468
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Book Description
Part A: General perspectives.
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.
Author: Shirley Agostinho
Publisher: Routledge
ISBN: 1317976819
Category : Education
Languages : en
Pages : 122
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Book Description
Learning Design refers to research and development work that equips teachers with tools and strategies to aid their design thinking. Its origin stems from two lines of inquiry: (i) how to represent teaching practice from a technical perspective in the development and delivery of online learning environments; and (ii) how to represent teaching practice in an appropriate form to enable teachers to share ideas about innovative online pedagogy and think about the process of design. The underlying premise of learning design is that, if effective, teaching and learning practice can be represented in a systematic way, thus supporting the process of reuse, which could ultimately lead to improved practice. A large international body of work has produced specifications of technical standards to support the delivery of online learning, different learning design representations to disseminate ‘best practice’ examples to support and encourage adaptation, and software tools and strategies to support the design process. This book presents a view of current thinking about learning design and provides insight into the future direction of this field of research and development. It is a timely contribution that will stimulate discussion about these issues and guide and advance the learning design field. This book was originally published as a special issue of Learning, Media and Technology.
