This volume demonstrates how the ethnographic approach to research demanded by a ‘Literacy as Social Practice’ perspective can generate fresh insights into what happens when young children engage with schooled literacy tasks. Researching Early Childhood Literacy in the Classroom argues that the lived experience of young children encountering formal schooled literacy curricula should be the foremost consideration in educational reforms intended to improve rates of literacy acquisition in schools. To make this argument, the author suspends traditional concerns with ‘learning’ and ‘progress’ to concentrate on ‘practice’ and ‘meaning’ in a careful analysis of key classroom incidents. The author concludes that such insights suggest a need for re-considering the assumptions upon which educational policy rests. This book will be of great interest to graduate and postgraduate students, researchers, academics, and libraries in the fields of Literacy Studies, Teacher Education, Education Policy and Applied Linguistics.
Bridging the world of reading instruction and applied cognitive neuroscience, this book presents research-backed reading instructional methods and explains how they can be understood through the lens of brain processes. Dispelling myths about neuroscience, Spence and Mitra explore how brain-based research informs literacy research in a way that is clear and accessible to pre-service teachers. Chapters address theories of reading, social-emotional learning, phonological processes, embodiment, multilingualism, reading comprehension, and more. Featuring examples of instruction and consistent "Did you know?" and "Food for thought" sections, readers will come away with a greater understanding of the reading brain and how neuroscience can facilitate effective instruction. Delving into the extent to which neuroscience can underpin reading research, this text is ideal for pre-service teachers, educators, and students in the fields of language arts and literacy, as well as cognitive neuroscience.
Frankenstein is one of the most popular classroom texts in high school and college, and Shelley's other works are attracting renewed attention. This reference is a comprehensive guide to her life and career. Included are hundreds of alphabetically arranged entries about her works, friends, relatives, residences, fictional characters, allusions, and more. Mary Shelley has only recently emerged from the shadows of her famous parents, Mary Wollstonecraft and William Godwin, and that of her husband, Percy Bysshe Shelley. Today, Frankenstein (1818, 1831) is one of the most popular classroom texts in high school and college, and Mary Shelley's other works are attracting renewed attention. These works reveal much about the Romantic literary period and Shelley's ongoing development as a writer. In addition to her novels, Shelley wrote short stories, poems, and dramas. These texts illustrate the difficulties of a shifting literary marketplace, while her travel writings illuminate her rich personal experiences and keen intellect. This reference is a comprehensive guide to her life and career. Included are hundreds of alphabetically arranged entries about her works, friends, relatives, residences, fictional characters, allusions, and more. Some entries briefly identify and contextualize their topics, while others offer more extensive discussions. Many entries cite sources of further information, and the volume closes with a bibliography. The work is fully cross-referenced and includes a detailed index and an appendix that discusses the sources of Shelley's quotations.
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