This is the story of a profound revolution in the way biologists explore life's history, understand its evolutionary processes, and reveal its diversity. It is about life's smallest entities, deepest diversity, and greatest cellular biomass: the microbiosphere. Jan Sapp introduces us to a new field of evolutionary biology and a new brand of molecular evolutionists who descend to the foundations of evolution on Earth to explore the origins of the genetic system and the primary life forms from which all others have emerged. In so doing, he examines-from Lamarck to the present-the means of pursuing the evolution of complexity, and of depicting the greatest differences among organisms. The New Foundations of Evolution takes us into a world that classical evolutionists could never have imagined: a deep phylogeny based on three domains of life and multiple kingdoms, and created by mechanisms very unlike those considered by Darwin and his followers. Evolution by leaps seems to occur regularly in the microbial world where molecular evolutionists have shown the inheritance of acquired genes and genomes are major modes of evolutionary innovation. Revisiting the history of microbiology for the first time from the perspective of evolutionary biology, Sapp shows why classical Darwinian conceptions centering on questions of the origin of species were forged without a microbial foundation, why classical microbiologists considered it impossible to know the course of evolution, and classical molecular biologists considered the evolution of the molecular genetic system to be beyond understanding. In telling this stirring story of scientific iconoclasm, this book elucidates how the new evolutionary biology arose, what methods and assumptions underpin it, and the fiery controversies that continue to shape biologists' understanding of the foundations of evolution today.
In this much anticipated follow-up to their groundbreaking book, Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom, authors Jan Burkins and Kari Yates, together with co-author Katie Cunningham, extend the conversation in Shifting the Balance, Grades 3-5: 6 Ways to Bring the Science of Reading into the Upper Elementary Classroom. This new text is built in mind specifically for grades 3-5 teachers around best practices for the intermediate classroom. Shifting the Balance, Grades 3-5 introduces six more shifts across individual chapters that: Zoom in on a common (but not-as helpful-as-we-had-hoped) practice to reconsider Untangle a number of “misunderstandings” that have likely contributed to the use of the common practice Propose a more science-aligned shift to the current practice Provide solid scientific research to support the revised practice Offer a collection of high-leverage, easy-to-implement instructional routines to support the shift to more brain-friendly instruction The authors offer a refreshing approach that is respectful, accessible, and practical – grounded in an earnest commitment to building a bridge between research and classroom practice. As with the first Shifting the Balance, they aim to keep students at the forefront of reading instruction.
This book, written for both seasoned and novice researchers, presents a theory of what is called Basic and Higher Language Cognition (BLC and HLC), a theory aimed at making some fundamental issues concerning first and second language learning and bilingualism (more) empirical. The first part of the book provides background for and explication of the theory as well as an agenda for future research, while the second part reports on selected studies of language proficiency in native speakers, as well as non-native speakers, and studies of the relationship between literacy in a first and second language. Conceptual and methodological problems in measuring language proficiency in research on second language acquisition and bilingualism are also discussed. Further, the notion of levels of language proficiency, as rendered by the Common European Framework of Reference for Languages (CEFR), is critically examined, suggesting ways of empirically investigating a number of questions that the CEFR raises but is not capable of answering.
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