Classroom interaction has a significant influence on teaching and learning. It is through interaction that we solve problems, build ideas, make connections and develop our understanding. Patterns in Mathematics Classroom Interaction describes, exemplifies and considers the implications of patterns and structures of mathematics classroom interaction. Drawing on a Conversation Analytic approach, the book examines how the structures of interactions between teachers and students influence, enable, and constrain the mathematics that students are experiencing and learning in school. In particular, it considers the handling of difficulties or errors and the consequences on both the mathematics students are learning, and the learning of this mathematics. The various roles of silence and the treatment of knowledge and understanding within everyday classroom interactions also reveal the nature of mathematics as it is taught in different classrooms. Examples of students explaining, reasoning and justifying as they interact are also drawn upon to examine how the structures of classroom interaction support students to develop these discursive practices. The approach taken in Patterns in Mathematics Classroom Interaction enables the identification of not only what structures exist and pervade classroom discourse, but also how these structures influence teaching and learning. It is the understanding of how these structures affect students' experiences in the classroom that permits the use and development of practices that can support students' learning. This reflexive relationship between these structures of interactions and student actions and learning is central to the issues explored in this book, alongside the implications these may have for teachers' practice, and students' learning.
Key to teacher education is the knowledge base of the teacher educator, and the ways in which knowledge is conceptualised. This book explores how ideas about knowledge are used in teacher education to critically examine what knowledges are valued across research, policy and practice. The authors explore international and interdisciplinary perspectives on the nature of knowledge (and what counts as knowledge) and how these perspectives on knowledge translate into teacher education, with a final chapter dedicated to exploring consequences for practice.
Language, both spoken and written, is key to understanding learning processes in the classroom. Research Methods for Classroom Discourse is for those who want to investigate spoken interaction or other discourse in the classroom. It lays out clearly the different approaches which are possible, identifying the key principles of each. It addresses the differences between them and the consequences these differences might have for teachers and researchers. Each approach is outlined in terms of practical methods advice, reasons for use, and case studies in which the approach has been used in classroom discourse. Common approaches such as conversation analysis, positioning theory, and critical discourse analysis are included alongside more specialised approaches such as discursive psychology and corpus linguistics. The context of classroom research is used to frame all discussions, with connections to other uses and applications where it can enhance the research being undertaken. The authors demonstrate the relationship between these different theoretical approaches through considering particular applications to common topics within classroom research, such as multilingual learners, knowledge/ knowing and identity. The authors assume no prior knowledge of technical terms and a glossary of key term terms is included. Practical issues such as ethics, data collection and transcription are an integral part of the discussion throughout, providing students with all the knowledge needed to embark upon a successful research project in this area.
Key to teacher education is the knowledge base of the teacher educator, and the ways in which knowledge is conceptualised. This book explores how ideas about knowledge are used in teacher education to critically examine what knowledges are valued across research, policy and practice. The authors explore international and interdisciplinary perspectives on the nature of knowledge (and what counts as knowledge) and how these perspectives on knowledge translate into teacher education, with a final chapter dedicated to exploring consequences for practice.
Classroom interaction has a significant influence on teaching and learning. It is through interaction that we solve problems, build ideas, make connections and develop our understanding. Patterns in Mathematics Classroom Interaction describes, exemplifies and considers the implications of patterns and structures of mathematics classroom interaction. Drawing on a Conversation Analytic approach, the book examines how the structures of interactions between teachers and students influence, enable, and constrain the mathematics that students are experiencing and learning in school. In particular, it considers the handling of difficulties or errors and the consequences on both the mathematics students are learning, and the learning of this mathematics. The various roles of silence and the treatment of knowledge and understanding within everyday classroom interactions also reveal the nature of mathematics as it is taught in different classrooms. Examples of students explaining, reasoning and justifying as they interact are also drawn upon to examine how the structures of classroom interaction support students to develop these discursive practices. The approach taken in Patterns in Mathematics Classroom Interaction enables the identification of not only what structures exist and pervade classroom discourse, but also how these structures influence teaching and learning. It is the understanding of how these structures affect students' experiences in the classroom that permits the use and development of practices that can support students' learning. This reflexive relationship between these structures of interactions and student actions and learning is central to the issues explored in this book, alongside the implications these may have for teachers' practice, and students' learning.
Language, both spoken and written, is key to understanding learning processes in the classroom. Research Methods for Classroom Discourse is for those who want to investigate spoken interaction or other discourse in the classroom. It lays out clearly the different approaches which are possible, identifying the key principles of each. It addresses the differences between them and the consequences these differences might have for teachers and researchers. Each approach is outlined in terms of practical methods advice, reasons for use, and case studies in which the approach has been used in classroom discourse. Common approaches such as conversation analysis, positioning theory, and critical discourse analysis are included alongside more specialised approaches such as discursive psychology and corpus linguistics. The context of classroom research is used to frame all discussions, with connections to other uses and applications where it can enhance the research being undertaken. The authors demonstrate the relationship between these different theoretical approaches through considering particular applications to common topics within classroom research, such as multilingual learners, knowledge/ knowing and identity. The authors assume no prior knowledge of technical terms and a glossary of key term terms is included. Practical issues such as ethics, data collection and transcription are an integral part of the discussion throughout, providing students with all the knowledge needed to embark upon a successful research project in this area.
Jenni Beard is dyslexic She discovered this after her son Peter was diagnosed with the condition and she made the connection. She thus writes from a unique standpoint about a much overlooked topic’s history and controversies. Sometimes called ‘word-blindness’ (and known by other names), there is even today debate whether dyslexia exists at all, only in specific or individual forms, or as part of physical or mental conditions. From Percy to Peter traces these arguments, historically and, centrally, during the years of the Word Blind Centre. Skilfully weaving the views of experts and opinion formers with her extensive experiences and research, Jenni Beard supports her wide-ranging survey of dyslexia with a wealth of facts, anecdotes and valuable extracts from the literature. Percy was probably the first recorded child to be diagnosed as dyslexic and his name has become a byword for teachers and other professionals. By linking the subject to her own (and her son Peter’s) experiences this book helps to convey the range and complexities of dyslexia for everyday readers. Among topics included are: the pioneers and their work; the fact that dyslexia affects individuals differently; and the debates, papers, books and magazines around what was once dubbed a ‘middle-class disease’. Deals with the myths and realities of the syndrome. Gives tips for coping with dyslexia. Based on a lifetime of research. Extract ‘No one method of teaching children suits all, be it “look and say” the initial teaching alphabet, real books, or speed phonics. Some … just learn to read, others have to be taught, and those unusual ones have to be helped to find their pathway through the jungle.’
Though not a household name for the general public, Kent Finlay (1938–2015) was one of the world’s best-known and best-loved promoters, mentors, and gurus of Texas music. In 1974, he founded the Cheatham Street Warehouse in San Marcos as a venue for live music and an incubator for young talent. In 1977, he drove to Nashville and took with him a young, unknown singer named George Strait. On that trip, Strait recorded a demo that laid the initial foundation of his sensational career. Finlay’s friends and fans also include such Texas music fixtures as Todd Snider, Ray Wylie Hubbard, Jack Ingram, James McMurtry, Joe “King” Carrasco, Marcia Ball, Radney Foster, Eric Johnson, Hayes Carll, Omar Dykes (Omar and the Howlers), Terri Hendrix, and Ray Benson (Asleep at the Wheel). These and many others have contributed first-person interviews to this volume, which pays tribute both to Finlay and to his unselfish love for Texas music and musicians.
Singing the News is the first study to concentrate on sixteenth-century ballads, when there was no regular and reliable alternative means of finding out news and information. It is a highly readable and accessible account of the important role played by ballads in spreading news during a period when discussing politics was treason. The study provides a new analytical framework for understanding the ways in which balladeers spread their messages to the masses. Jenni Hyde focusses on the melody as much as the words, showing how music helped to shape the understanding of texts. Music provided an emotive soundtrack to words which helped to shape sixteenth-century understandings of gendered monarchy, heresy and the social cohesion of the commonwealth. By combining the study of ballads in manuscript and print with sources such as letters and state records, the study shows that when their topics edged too close to sedition, balladeers were more than capable of using sophisticated methods to disguise their true meaning in order to safeguard themselves and their audience, and above all to ensure that their news hit home.
No matter what season of life you are in, God is calling you to a place of deep and wholehearted relationship with Him. Do you desire to live your Christian faith confidently with your mind and heart transformed through the living and active Word of God? Are you a wholehearted woman who wants to find more depth and godly purpose in your current season of life? The mission for The Wholehearted Woman is helping women be fully surrendered to the lordship of Jesus Christ and courageously on-mission for Himone heart at a time. The Wholehearted Woman: Who She Is and Why She Matters addresses topics such as choosing intentional surrender, knowing and living the truth of the Bible, facing uncertainty, dealing with a wounded heart, cultivating courage, and living for Gods purposes in every season of life. Each chapter contains powerful biblical truths, relevant and practical examples from real-life wholehearted women, and honest reflection questions at the end of each chapter for personal devotion time or small group discussion. Do you want to know who the wholehearted woman is and find out why she matters? Are you ready for what God is going to do with your whole heart? Grab your Bible, a journal, and a cup of coffee, and lets embark on this journey together!
This text introduces therapists and speech pathologists to the principles of evidence-based practice and guides readers to the best available evidence regarding the management of a range of disorders within speech pathology. It should be applicable to speech pathologists at any stage of their clinical career, as well as being of use to speech pathology students and other health care professionals. The book is organized into three sections. In the first, the subject of evidence-based practice is introduced. Its application to the profession of speech pathology is addressed and types and levels of evidence are described. The second part focuses on a number of sub-specialist areas of speech pathology practice (dysphagia; paediatric motor speech disorders; aphasiology; voice; paediatric language and AAC). In the third section of the book the authors demonstrate how to apply the principles of evidence-based practice to clinical practice, to research and to education.
Determine if your eating behaviors are a problem, develop strategies to change unhealthy patterns, and learn when and how to get professional help when needed with this practical, engaging guide to taking care of yourself when you are not a full-blown anorexic. Millions of men and women struggle with disordered eating. Some stand at the mirror wondering how they can face the day when they look so fat. Others binge, purge, or exercise compulsively. Many skip meals, go on diet after diet, or cut out entire food groups. Still, they are never thin enough. While only 1 in 200 adults will struggle with full-blown anorexia nervosa, at least 1 in 20 (including 1 in 10 teen girls) will exhibit key symptoms of one or more of the officially recognized DSM eating disorders--anorexia nervosa, bulimia nervosa, and binge eating disorder. Many suffer from the effects but never address the issue because they don't fully meet the diagnostic criteria. If this is the case for you, then you may be "almost anorexic." Drawing on case studies and the latest research, Almost Anorexic combines a psychologist's clinical experience with a patient's personal recovery story to help readers understand and overcome almost anorexia.Almost Anorexic will give you the skills to: understand the symptoms of almost anorexic; determine if your (or your loved one's) relationship with food is a problem; gain insight on how to intervene with a loved one; discover scientifically proven strategies to change unhealthy eating patterns; learn when and how to get professional help when it's needed.
The arguments used to justify the deposition of Richard II in 1399 created new forms of political discussion which developed alongside new expectations of kingship itself and which shaped political action and debate for centuries to come. This interdisciplinary study analyses the political language and literature of the early Lancastrian period, particularly the reigns of Henry IV (1399–1413) and Henry V (1413–22). Lancastrian authors such as Thomas Hoccleve and the authors of the anonymous works Richard the Redeless, Mum and the Sothsegger and Crowned King made creative use of languages and idioms which were in the process of escaping from the control of their royal masters. In a study that has far-reaching implications for both literary and political history, Jenni Nuttall presents a fresh understanding of how political language functions in the late medieval period.
The map of the United States is peppered with Scottish place-names and America's telephone directories are filled with surnames illustrating Scottish ancestry. Increasingly, Americans of Scottish extraction are visiting Scotland in search of their family history. All over Scotland and the United States there are clues to the Scottish-American relationship, the legacy of centuries of trade and communication as well as that of departure and heritage. The experiences of Scottish settlers in the United States varied enormously, as did their attitudes to the lifestyles that they left behind and those that they began anew once they arrived in North America. Scots in the USA discusses why they left Scotland, where they went once they reached the United States, and what they did when they got there.... a valuable readable and illuminating addition to a burgeoning literature... should be required reading on the flight to New York by all those on the Tartan Week trail. - Alan Taylor, Sunday Herald
A hotel that achieves that illusive combination of elegant simplicity, character, good service and remarkable food comes to be regarded by its guests as a rare discovery. Expert food and travel author Jenni Muir reveals 42 of the UK's best in this exciting new guidebook from the AA. Every hotel and restaurant has been visited and ......
Cooking in a single pot is a delight.THe food is quick and easy to prepare and a pleasure to serve, and these recipes are the perfect choice for family and friends.
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