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| Author | : David Pelham |
| Publisher | : Running PressBook Pub |
| Total Pages | : 16 |
| Release | : 2006 |
| Genre | : Juvenile Nonfiction |
| ISBN | : 9780762426485 |
Introduces shapes, including squares, triangles, circles, rectangles, diamonds, ovals, stars, and crescents, through pop-up pictures of mice and a cat doing different activities.
| Author | : Douglas B. Sosnik |
| Publisher | : Simon and Schuster |
| Total Pages | : 276 |
| Release | : 2007-09-04 |
| Genre | : Business & Economics |
| ISBN | : 0743287193 |
This "New York Times" bestseller, now in paperback, takes the readers behind the scenes of Clintons and Bushs operations, corporations, and churches to see the strategies they use to forge a sense of community (Amy Goldstein, "The Washington Post").
| Author | : Rosa M. Manchón |
| Publisher | : John Benjamins Publishing |
| Total Pages | : 277 |
| Release | : 2011-10-05 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 9027284830 |
This book is a pioneer attempt to bridge the gap between the fields of second language acquisition (SLA) and second and foreign language (L2) writing. Its ultimate aim is to advance our understanding of written language learning by compiling a collection of theoretical meta-reflections and empirical studies that shed new light on two crucial dimensions of the theory and research in the field: first, the manner in which L2 users learn to express themselves in writing (the learning-to-write dimension), and, second, the manner in which the engagement in written output practice can contribute to developing competences in an L2 (the writing-to-learn dimension). These two areas of disciplinary inquiry have up until now developed separately: the learning-to-write dimension has been the cornerstone of L2 writing research, whereas the writing-to-learn one has been theorized and researched within SLA studies, hence the relevance of the book for exploring L2 writing-SLA interfaces.
| Author | : Judith A. Langer |
| Publisher | : |
| Total Pages | : 192 |
| Release | : 1987 |
| Genre | : Critical thinking |
| ISBN | : |
| Author | : Kelly Gallagher |
| Publisher | : Taylor & Francis |
| Total Pages | : 266 |
| Release | : 2023-10-10 |
| Genre | : Education |
| ISBN | : 100384426X |
In an increasingly demanding world of literacy, it has become critical that students know how to write effectively. From the requirements of standardized tests to those of the wired workplace, the ability to write well, once a luxury, has become a necessity. Many students are leaving school without the necessary writing practice and skills needed to compete in a complex and fast-moving Information Age. Unless we teach them how to run with it, they are in danger of being run over by a stampede—a literacy stampede. InTeaching Adolescent Writers , Kelly Gallagher shows how students can be taught to write effectively. Gallagher shares a number of classroom-tested strategies that enable teachers to: Understand the importance of teaching writing and how to motivate young writers Show how modeling from both the teacher and real-world texts builds young writers Provide choice of what to write, which helps elevate adolescent writing, and how to fit it into a rigorous curriculum Help students recognize the importance of purpose and audience Assess essays in ways that drive better writing performance. Infused with humor and illuminating anecdotes, Gallagher draws on his classroom experiences and work as co-director of a regional writing project to offer teachers both practical ways to incorporate writing instruction into their day and compelling reasons to do so.
| Author | : Arthur N. Applebee |
| Publisher | : University of Chicago Press |
| Total Pages | : 162 |
| Release | : 1996-05-15 |
| Genre | : Education |
| ISBN | : 9780226021232 |
“Applebee's central point, the need to teach 'knowledge in context,' is absolutely crucial for the hopes of any reformed curriculum. His experience and knowledge give his voice an authority that makes many of the current proposals on both the left and right seem shallow by comparison.”—Gerald Graff, University of Chicago
| Author | : David Pelham |
| Publisher | : Running PressBook Pub |
| Total Pages | : 16 |
| Release | : 2005 |
| Genre | : Juvenile Nonfiction |
| ISBN | : 9780762425525 |
Popular children’s author David Pelham, creator of the best-selling Sam’s Sandwich series, returns with a brand new character everyone will love! Applebee Cat and his silly mouse friends will make children laugh out loud as they tumble along from page to page, teaching basic concepts as they go. Pelham’s innovative pop-up technology is sure to wow with its intricate-yet-durable moving parts, and basic concepts have never been easier to grasp in such a kid-friendly, hands-on format.
| Author | : Ryan J. Dippre |
| Publisher | : University Press of Colorado |
| Total Pages | : 208 |
| Release | : 2024-08-15 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 164642641X |
Rooted in contemporary understandings of social action, informed by up-to-date research on writing program administration, and attentive to the needs of value-driven decision-making, Burnin’ Daylight enables writing program administrators (WPAs) to shape writing programs that help people create the lives they envision. This book guides WPAs through the rough terrain of running a writing program during a period of sustained social and economic upheaval—and through the process of making their programs more principle-driven and sustainable along the way. WPAs face a range of challenges on a regular basis: organizing class schedules, leading professional learning events, conducting program assessments, responding to student needs, meeting with deans and provosts, and more. Additionally, WPAs need to learn about and direct their programs strategically when considering the kind of program they currently have, the sort of program they envision, and how they can transition from one to another. Burnin’ Daylight acts as a roadmap for IRB-approved research and provides WPAs—specifically, new and returning WPAs—with a detailed yet flexible plan for understanding the inner workings of a writing program and how to develop a future trajectory for it. Burnin’ Daylight is for writing program administrators of all experience levels and other administrators interested in taking a “principled practices” approach to their work.
| Author | : Judith A. Langer |
| Publisher | : |
| Total Pages | : 188 |
| Release | : 1987 |
| Genre | : Language Arts & Disciplines |
| ISBN | : |
In the belief that effective writing instruction can be a critical component in successful learning, and to better understand the role that writing plays in content area learning, this book presents an extensive study of writing assignments in the secondary school curriculum. Following an introduction, the book provides an overview of the project, chapters 1 and 2 highlighting the data gathered and analytical methods used. The third chapter of the book provides a detailed introduction to the observations of teachers and their students, with some general findings about ways in which they used writing in the teaching of academic subjects. The fourth chapter describes the types of writing activities that worked in aa variety of content-area classrooms. Chapter 5 shifts focus away from the activities provided and toward the redefinition of teaching and learning that occurred in the classrooms where writing worked best to foster learning. Chapters 6 through 8 examine the kinds of thinking promoted by different types of writing in the classroom. The final chapter brings together concerns about the roles of teacher and learner in the instructional interaction, providing a theoretical framework, practical suggestions for an alternative model of instruction, and a discussion of the constraints that must be addressed if wide-scale use of writing to support learning is to become a reality. A five-page reference list and two appendices are included. (HTH)
| Author | : Russel K. Durst |
| Publisher | : Taylor & Francis |
| Total Pages | : 271 |
| Release | : 2017-04-21 |
| Genre | : Education |
| ISBN | : 1315465604 |
Cover -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- Artist's Statement about the Cover -- Preface -- 1 Introduction: Arthur N. Applebee: A Scholar's Life in Retrospect -- Section 1 Considering Curriculum as Conversation -- 2 Discussion, Conversation, and Dialogue: Applebee, Bakhtin, and Speech in School -- 3 Entering the Conversation: Creating a Pathway to Academic Literacy -- 4 A Curricular Conversation in Teacher Education: In the Domain of Dialogic Teaching -- 5 Bringing Queer Students and LGBT-Inclusive Literature into the Conversation: Lessons We've Learned from the Work of Arthur Applebee -- Section 2 Writing as a Tool for Learning -- 6 Writing the World to Build the World, Iteratively: Inscribing Data and Projecting New Materialities in an Engineering Design Project -- 7 Nurturing Discursive Strengths: Efforts to Improve the Teaching of Reading and Writing in a Latino Charter School -- 8 Reading the World as Text: Black Adolescents and Out-of-School Literacies -- 9 The Internet's Concept of Story -- Section 3 Talking it Out: Class Discussion and Literary Understanding -- 10 Adaptive Expertise in the Teaching and Learning of Literary Argumentation in High School English Language Arts Classrooms -- 11 Literary Theory in the Secondary School -- 12 Dialogic Eventful Teaching through Dialogic Conversation and Dramatic Inquiry -- 13 Curricular Conversations, Reading the World, Intertextuality, and Doing School in a Tenth Grade English Language Arts Classroom Conversation -- Section 4 Conclusion -- 14 Practical Progressivism: W. Wilbur Hatfield, Deweyan Pedagogy, and the Future of English Teaching -- List of Contributors -- Index
