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Author: Elaine O'Quinn Publisher: Routledge ISBN: 041589736X Category : Education Languages : en Pages : 180
Book Description
"Through thoughtful analysis of girls' historical literacy experiences, their contemporary reading and writing lives, and trends in young adult literature, this book sheds new light on how teachers can better understand and create classroom experiences that make girls visible both to themselves and to others.Historically, the status of girls has evoked much less research than that of boys. Recently emerging scholastic and strategic study concerning the vulnerability of girls is adding a vital missing component to this continually emerging discourse. Looking at many aspects of girls' gendered lives, this text considers the specific perspectives of the social and cultural constructions that script gender, particularly as applies to girls in our classrooms. Prominent scholars in their respective fields examine the myriad forces that shape the lives of American girls, from the earliest didactic records of manuals and books of conduct to current artifacts of contemporary culture. By investigating both the scholarly literature on girls as well as well as the primary sources of a material culture, the authors seek to unravel how adolescent girls learn and seek to compose identities. By closely examining girls' practices, in which are embedded issues of class, race, ethnicity, immigrant status, and sexuality, the text considers some of the values, structures, and trajectories that have come to define teenage girlhood. Its distinctive contribution is to unpack some of the assumptions of girls in English classrooms and to critically examine their experiences as they try to fit preconceived norms while forming their own personhood"-- Provided by publisher.
Author: Elaine O'Quinn Publisher: Routledge ISBN: 041589736X Category : Education Languages : en Pages : 180
Book Description
"Through thoughtful analysis of girls' historical literacy experiences, their contemporary reading and writing lives, and trends in young adult literature, this book sheds new light on how teachers can better understand and create classroom experiences that make girls visible both to themselves and to others.Historically, the status of girls has evoked much less research than that of boys. Recently emerging scholastic and strategic study concerning the vulnerability of girls is adding a vital missing component to this continually emerging discourse. Looking at many aspects of girls' gendered lives, this text considers the specific perspectives of the social and cultural constructions that script gender, particularly as applies to girls in our classrooms. Prominent scholars in their respective fields examine the myriad forces that shape the lives of American girls, from the earliest didactic records of manuals and books of conduct to current artifacts of contemporary culture. By investigating both the scholarly literature on girls as well as well as the primary sources of a material culture, the authors seek to unravel how adolescent girls learn and seek to compose identities. By closely examining girls' practices, in which are embedded issues of class, race, ethnicity, immigrant status, and sexuality, the text considers some of the values, structures, and trajectories that have come to define teenage girlhood. Its distinctive contribution is to unpack some of the assumptions of girls in English classrooms and to critically examine their experiences as they try to fit preconceived norms while forming their own personhood"-- Provided by publisher.
Author: Elaine O'Quinn Publisher: ISBN: 9780415897372 Category : EDUCATION Languages : en Pages : 0
Book Description
"Through thoughtful analysis of girls' historical literacy experiences, their contemporary reading and writing lives, and trends in young adult literature, this book sheds new light on how teachers can better understand and create classroom experiences that make girls visible both to themselves and to others.Historically, the status of girls has evoked much less research than that of boys. Recently emerging scholastic and strategic study concerning the vulnerability of girls is adding a vital missing component to this continually emerging discourse. Looking at many aspects of girls' gendered lives, this text considers the specific perspectives of the social and cultural constructions that script gender, particularly as applies to girls in our classrooms. Prominent scholars in their respective fields examine the myriad forces that shape the lives of American girls, from the earliest didactic records of manuals and books of conduct to current artifacts of contemporary culture. By investigating both the scholarly literature on girls as well as well as the primary sources of a material culture, the authors seek to unravel how adolescent girls learn and seek to compose identities. By closely examining girls' practices, in which are embedded issues of class, race, ethnicity, immigrant status, and sexuality, the text considers some of the values, structures, and trajectories that have come to define teenage girlhood. Its distinctive contribution is to unpack some of the assumptions of girls in English classrooms and to critically examine their experiences as they try to fit preconceived norms while forming their own personhood"-- Provided by publisher.
Author: Meredith Rogers Cherland Publisher: Taylor & Francis ISBN: 1000949850 Category : Education Languages : en Pages : 322
Book Description
This book reviews what the authors term advocacy research in literacy education-research that explicitly addresses issues of social justice, equity, and democracy with the distinct purpose of social transformation. It surveys what educational researchers who are working for social justice have accomplished, describes current challenges, and outlines future possibilities. The first section maps the terrain of advocacy research in literacy education. The authors group this large and expanding body of research into four categories: Critical Literacy(ies); Radical Counternarratives in Literacy Research; Literacy as Social Practice; and Linguistic Studies. Each chapter describes the research area, traces its history, provides example studies, and assesses the contributions of research to advocacy work now and potentially in the future. The second section provides a deeper consideration of challenges to the field of advocacy research and suggests future directions for research and scholarship; this section reflects the need to complicate and trouble the terms and relations between and among social justice, ethics, democracy, freedom, and literacy. As a whole, this book is a response to the current popular understandings of literacy education that limit the efficacy of advocacy work in these troubled times-understandings that support the proliferation of standardized testing, teacher testing, and scripted lessons and programs, along with the privileging of particular forms of research. Intended for those who work or soon will work in literacy education-students, teacher educators, researchers, and practitioners-this book represents the authors' belief that it is time for advocacy workers to strengthen and intensify their efforts to promote the most principled, effective literacy education for democratic life. It is their hope that this book will contribute to such an effort.
Author: Dr Elaine Millard Publisher: Routledge ISBN: 113571388X Category : Education Languages : en Pages : 224
Book Description
Presents research into the differences in boys' and girls' experiences of the reading and writing curriculum at home and in school. The book includes an outline of the theoretical debates on gender difference and academic achievement.
Author: Kathleen A. Hinchman Publisher: Guilford Publications ISBN: 146253452X Category : Education Languages : en Pages : 528
Book Description
Showcasing cutting-edge findings on adolescent literacy teaching and learning, this unique handbook is grounded in the realities of students' daily lives. It highlights research methods and instructional approaches that capitalize on adolescents' interests, knowledge, and new literacies. Attention is given to how race, gender, language, and other dimensions of identity--along with curriculum and teaching methods--shape youths' literacy development and engagement. The volume explores innovative ways that educators are using a variety of multimodal texts, from textbooks to graphic novels and digital productions. It reviews a range of pedagogical approaches; key topics include collaborative inquiry, argumentation, close reading, and composition.ÿ
Author: Bill Yousman Publisher: SAGE Publications ISBN: 1544393458 Category : Language Arts & Disciplines Languages : en Pages : 769
Book Description
"Incisive analyses of mass media - including such forms as talk shows, MTV, the internet, soap operas, television sitcoms, dramatic series, pornography, and advertising-enable this provocative new edition of Gender, Race and Class in Media to engage students in critical mass media scholarship. Issues of power related to gender, race, and class are integrated into a wide range of articles examining the economic and cultural implications of mass media as institutions, including the political economy of media production, textual analysis, and media consumption. Throughout, Gender, Race and Class in Media examines the mass media as economic and cultural institutions that shape our social identities, especially in regard to gender, race, and class"--
Author: Cedric Linder Publisher: Routledge ISBN: 113691174X Category : Education Languages : en Pages : 482
Book Description
Scientific literacy is part of national science education curricula worldwide. In this volume, an international group of distinguished scholars offer new ways to look at the key ideas and practices associated with promoting scientific literacy in schools and higher education. The goal is to open up the debate on scientific literacy, particularly around the tension between theoretical and practical issues related to teaching and learning science. Uniquely drawing together and examining a rich, diverse set of approaches and policy and practice exemplars, the book takes a pragmatic and inclusive perspective on curriculum reform and learning, and presents a future vision for science education research and practice by articulating a more expansive notion of scientific literacy.
Author: Teresa Cremin Publisher: Routledge ISBN: 1317800125 Category : Education Languages : en Pages : 684
Book Description
Flexible, effective and creative primary school teachers require subject knowledge, an understanding of their pupils and how they learn, a range of strategies for managing behaviour and organising environments for learning, and the ability to respond to dynamic classroom situations. This third edition of Learning to Teach in the Primary School is fully updated with reference to the new National Curriculum, and has been revised to provide even more practical advice and guidance to trainee primary teachers. Twenty-two new authors have been involved and connections are now made to Northern Irish, Welsh and Scottish policies. In addition, five new units have been included on: making the most of your placement play and exploration in learning behaviour management special educational needs phonics. With Masters-level reflective tasks and suggestions for research-based further reading, the book provides valuable support to trainee teachers engaged in learning through school-based experience and through reading, discussion and reflections as part of a teacher education course. It provides an accessible and engaging introduction to knowledge about teaching and learning that every student teacher needs to acquire in order to gain qualified teacher status (QTS). This comprehensive textbook is essential reading for all students training to be primary school teachers, including those on undergraduate teacher training courses (BEd, BA with QTS, BSc with QTS), postgraduate teacher training courses (PGCE, SCITT) and employment-based teacher training courses (Schools Direct, Teach First), plus those studying Education Studies. This textbook is supported by a free companion website with additional resources for instructors and students and can be accessed at www.routledge.com/cw/Cremin.
Author: James Flood Publisher: Routledge ISBN: 1317639693 Category : Education Languages : en Pages : 959
Book Description
The Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts, Volume II brings together state-of-the-art research and practice on the evolving view of literacy as encompassing not only reading, writing, speaking, and listening, but also the multiple ways through which learners gain access to knowledge and skills. It forefronts as central to literacy education the visual, communicative, and performative arts, and the extent to which all of the technologies that have vastly expanded the meanings and uses of literacy originate and evolve through the skills and interests of the young. A project of the International Reading Association, published and distributed by Routledge/Taylor & Francis. Visit http://www.reading.org for more information about Internationl Reading Associationbooks, membership, and other services.
Author: Detra Price-Dennis Publisher: Routledge ISBN: 0429534604 Category : Education Languages : en Pages : 231
Book Description
Bringing together the voices of leading and emerging scholars, this volume highlights the many facets of Black girls’ literacies. As a comprehensive survey of the research, theories, and practices that highlight the literacies of Black girls and women in diverse spaces, the text addresses how sustaining and advancing their literacy achievement in and outside the classroom traverses the multiple dimensions of writing, comprehending literature, digital media, and community engagement. The Black Girls’ Literacies Framework lays a foundation for the understanding of Black girl epistemologies as multi-layered, nuanced, and complex. The authors in this volume draw on their collective yet individual experiences as Black women scholars and teacher educators to share ways to transform the identity development of Black girls within and beyond official school contexts. Addressing historical and contemporary issues within the broader context of inclusive education, chapters highlight empowering pedagogies and practices. In between chapters, the book features four "Kitchen Table Talk" conversations among contributors and leading Black women scholars, representing the rich history of spaces where Black women come together to share experiences and assert their voices. A crucial resource for educators, researchers, professors, and graduate students in language and literacy education, this book offers readers a fuller vision of the roles of literacy and English educators in the work to undo educational wrongs against Black girls and women and to create inclusive spaces that acknowledge the legitimacy and value of Black girls’ literacies.
Author: Elaine O'Quinn
Author: Elaine O'Quinn
Author: Elaine O'Quinn
Author: Meredith Rogers Cherland
Author: Dr Elaine Millard
Author: Kathleen A. Hinchman
Author: Bill Yousman
Author: Cedric Linder
Author: Teresa Cremin
Author: James Flood
Author: Detra Price-Dennis