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Author: Catherine Compton-Lilly Publisher: ISBN: Category : Education Languages : en Pages : 166
Book Description
Four years after publishing her provocative study, Reading Families: The Literate Lives of Urban Children, Compton-Lilly revisits the same group of urban students (then first graders, now fourth and fifth graders) and their families. Armed with rare longitudinal data from follow-up interviews and reading assessments, she once again upsets widespread misconceptions about reading and urban families. This eye-opening sequel uses case studies to explore important issues, such as students’ feelings of connection to their school; gender and schooling; parents’ experiences dealing with “the system”; high-stakes testing; and technology use at home. Building on past insights, this book: Uses an innovative approach to educational research to explore why urban students often have difficulty becoming proficient readers. Employs case studies to support a new construct called “reading capital.” Offers important recommendations for teaching in diverse communities. Models longitudinal qualitative research, describing the critical role it plays in studying a child’s experiences with school.
Author: Catherine Compton-Lilly Publisher: ISBN: Category : Education Languages : en Pages : 166
Book Description
Four years after publishing her provocative study, Reading Families: The Literate Lives of Urban Children, Compton-Lilly revisits the same group of urban students (then first graders, now fourth and fifth graders) and their families. Armed with rare longitudinal data from follow-up interviews and reading assessments, she once again upsets widespread misconceptions about reading and urban families. This eye-opening sequel uses case studies to explore important issues, such as students’ feelings of connection to their school; gender and schooling; parents’ experiences dealing with “the system”; high-stakes testing; and technology use at home. Building on past insights, this book: Uses an innovative approach to educational research to explore why urban students often have difficulty becoming proficient readers. Employs case studies to support a new construct called “reading capital.” Offers important recommendations for teaching in diverse communities. Models longitudinal qualitative research, describing the critical role it plays in studying a child’s experiences with school.
Author: William A. Tooman Publisher: Wipf and Stock Publishers ISBN: 1725262711 Category : Religion Languages : en Pages : 200
Book Description
The book of Ruth seems simple. It is the tale of a poor Moabite widow who relocates to Bethlehem and finds security there when she marries Boaz, a wealthy Israelite man. Although the plot is simple, the book’s message is elusive. Re(reading Ruth) demonstrates how careful attention to the book’s structure, allusions, wordplay, and location in the canon can reveal the dynamic ways that it engages with other biblical stories and how that engagement shapes its message.
Author: Catherine Compton-Lilly Publisher: Teachers College Press ISBN: 0807742767 Category : Language Arts & Disciplines Languages : en Pages : 169
Book Description
This dynamic text offers a rare glimpse into the literacy development of urban children and their families' role in it. Based on the author's candid interviews with her first-grade students, their parents and grandparents, this book challenges the stereotypical view that urban parents don't care about their children's education. By listening closely to the voices of her students and their families, the author helps us to move beyond negative assumptions, revealing complexities that have previously been undocumented.
Author: Alison Waller Publisher: Bloomsbury Publishing ISBN: 147429829X Category : Literary Criticism Languages : en Pages : 249
Book Description
2019 CHOICE Outstanding Academic Title and shortlisted for the ESSE book awards 2020, for Literatures in the English Language Childhood books play a special role in reading histories, providing touchstones for our future tastes and giving shape to our ongoing identities. Bringing the latest work in Memory Studies to bear on writers' memoirs, autobiographical accounts of reading, and interviews with readers, Rereading Childhood Books explores how adults remember, revisit, and sometimes forget, these significant books. Asking what it means to return to familiar works by well-known authors such as Lewis Carroll, C. S. Lewis and Enid Blyton, as well as popular and ephemeral material not often considered as part of the canon, Alison Waller develops a poetics of rereading and presents a new model for understanding lifelong reading. As such she reconceives the history of children's literature through the shared and individual experiences of the readers who carry these books with them throughout their lives.
Author: Pat Wheeler Publisher: Cambridge Scholars Publishing ISBN: 1527551512 Category : Literary Criticism Languages : en Pages : 185
Book Description
Re-Reading Pat Barker brings together a number of scholars from across the world who explore in detail the work of one of Britain’s most notable contemporary novelists. The essays both acknowledge and engage with previous scholarship, re-establishing Barker’s eminence as a writer and adding to existing critical perspectives. In the collection, established Barker scholars return to her work, re-reading her novels to offer fresh and innovative readings, and other critics who have not previously published on Barker offer new insights into her body of work. The contributors examine a number of thematic concerns including matrilineal heritage, masculinity, the body, ways of seeing, institutional and personal violence, psychoanalysis and gender and class. The essays in the collection explore the broader social and historical aspects of Barker’s novels and the aesthetics and ethical issues in her work, drawing our attention to the ways that she engages with the world, gesturing towards new ways of seeing and to the possibilities of personal and political regeneration. The collection shows there is still much to say about the novels and the ways in which we choose to read them.
Author: Jean-Paul Sartre Publisher: University of Chicago Press ISBN: 0226821994 Category : Literary Criticism Languages : en Pages : 366
Book Description
Seen by many as the culmination of Sartre's thought and project, and viewed by Sartre himself as an attempt to answer the question, "What, at this point in time, can we know about a man?" this monumental work continues to perplex its fascinated critics and admirers, who have argued about its precise nature. However, as reviews of the first volume in this translation agreed, whatever The Family Idiot may be called—"a dialectic" (Fredric Jameson, New York Times Book Review); "biography, philosophy, or politics? Surely . . . all of these together" (Renee Winegarten, Commentary); "a new form of fiction?" (Victor Brombert, Times Literary Supplement); or simply, "mad, of course" (Julian Barnes, London Review of Books)—its prominent place in intellectual history is indisputable. Volume 4 consists of part three, books one and two, of the original French work. This volume, the fourth in a projected five-volume English-language edition, includes Sartre's discussion of the onset of Flaubert's illness, or neurosis, in 1844, and a significant reading of his L'Education sentimentale. Sartre's approach to his complex subject, whether jaunty or judicious, psychoanalytic or political, is captured in all of its rich variety in Carol Cosman's translation.
Author: Heather B. Weiss Publisher: SAGE Publications ISBN: 1483321576 Category : Education Languages : en Pages : 233
Book Description
Constant changes in education are creating new and uncertain roles for parents and teachers that must be explored, identified, and negotiated. Preparing Educators to Engage Families: Case Studies Using an Ecological Systems Framework, Third Edition encourages readers to hone their analytic and problem-solving skills for use in real-world situations with students and their families. Organized according to Ecological Systems Theory (of the micro, meso, exo, macro, and chrono systems), this completely updated Third Edition presents research-based teaching cases that reflect critical dilemmas in family-school-community relations, especially among families for whom poverty and cultural differences are daily realities. The text looks at family engagement issues across the full continuum, from the early years through pre-adolescence. NEW TO THIS EDITION The text addresses bold and exciting new directions in the field of family engagement in education, including the explosive growth of digital media and learning, the investment in student performance data systems, the focus on personalized student learning, and the need for systemic—rather than "random acts"—of family engagement. New theoretical perspectives on early childhood education and family engagement speak to issues of quality learning settings and school readiness.
Author: Matthew Knoester Publisher: Teachers College Press ISBN: 0807772003 Category : Education Languages : en Pages : 209
Book Description
The Mission Hill School, founded by MacArthur Award winner Deborah Meier and colleagues in 1997, is a small public school that has rethought almost everything about the process of teaching and learning. Beyond richly describing and evaluating this high-achieving school, the author argues that democratic education is increasingly difficult in this era of testing and standardization and that a school such as Mission Hill must be continually thoughtful, innovative, and courageous in counteracting systemic inequality. This in-depth examination is essential reading for anyone interested in how to better understand seemingly intractable problems related to urban public education in the United States. Book Features: An exemplary model of democratic education that shows the inner workings of a largely teacher-governed school.A rare example of an urban school implementing Dewey-influenced progressive pedagogy.In-depth descriptions of an anti-racist and culturally relevant pedagogy and curriculum.A close examination of successful practices, including shared decision making, intensive problem solving, and looking at student work. Matthew Knoester is a National Board Certified Teacher and former teacher at the Mission Hill School in Boston. He received his Ph.D. in Curriculum and Instruction from the University of Wisconsin-Madison and is currently Assistant Professor of Education at the University of Evansville. “Matthew Knoester has done us an enormous favor by showing us, in detail, what could be—one example of how schools can be the building blocks for democracy, recreating community for all to taste, feel, hear, and see.” —From the Foreword by Deborah W. Meier “This is exactly the kind of book that is so necessary at this time. Schools can be respectful, responsive, and caring places. Matthew Knoester gives us a detailed picture of such a school. If more people would read books such as this, the national debate on education would be all the better for it.” —Michael W. Apple, John Bascom Professor of Curriculum and Instruction and Educational Policy Studies, University of Wisconsin–Madison “Knoester’s account of the Mission Hill School captures the ‘habits of mind’ needed if public schools are to be truly democratic in spirit and in practice, centered on the children, and, as Deborah Meier so powerfully advocates, protected from those policies and social forces that accept and perpetuate disengagement and inequality in our children's education.” —Linda McSpadden McNeil, Professor of Education, Rice University; author of Contradictions of School Reform “To those who have never seen the Mission Hill School in Boston, it may sound like a magical place. The good news is that it is real and Knoester shows us through his compelling narrative how and why they have been able to achieve so much. For educators, students, and parents this book will be a source of inspiration. At a time when our policymakers and many so-called reformers are actively undermining support for public education, this important book will serve as a reminder that we can do a much better job at educating all children.” —Pedro Noguera, Executive Director,Metropolitan Center for Urban Education, New York University
Author: Catherine Compton-Lilly
Author: Catherine Compton-Lilly
Author: William A. Tooman
Author: Catherine Compton-Lilly
Author: Alison Waller
Author: Pat Wheeler
Author: Jean-Paul Sartre
Author: Horace Lorenzo Hastings
Author: Heather B. Weiss
Author: Matthew Knoester![The Family treasury of Sunday reading, ed. by A. Cameron (W. Arnot). [Continued as] The Christian monthly and family treasury PDF](https://books.google.com/books/content/images/frontcover/Yh8FAAAAQAAJ?fife=w80-h100)
Author: rev Andrew Cameron