Drawing on Students’ Worlds in the ELA Classroom: Toward Critical Engagement and Deep Learning
Autor Richard Beachen Limba Engleză Hardback – 22 apr 2022
Through extensive activities and examples of students writing about their participation in these worlds, this text allows educators to recognize how students’ experiences in the classroom aff ect and shape their identities and to connect such an understanding to successful classroom practice. With chapters featuring eff ective instructional activities, this book is necessary reading for ELA methods courses and for all English teachers.
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Specificații
ISBN-13: 9781032160511
ISBN-10: 1032160519
Pagini: 310
Ilustrații: 4 Line drawings, black and white; 4 Illustrations, black and white
Dimensiuni: 152 x 229 x 19 mm
Greutate: 0.59 kg
Ediția:1
Editura: Taylor & Francis
Colecția Routledge
Locul publicării:Oxford, United Kingdom
ISBN-10: 1032160519
Pagini: 310
Ilustrații: 4 Line drawings, black and white; 4 Illustrations, black and white
Dimensiuni: 152 x 229 x 19 mm
Greutate: 0.59 kg
Ediția:1
Editura: Taylor & Francis
Colecția Routledge
Locul publicării:Oxford, United Kingdom
Public țintă
PostgraduateCuprins
Part I: Overall Framing of Co-Authoring Practices in Figure Worlds
Chapter 1: Students Co-Authoring Figured Worlds
Chapter 2: Co-Authoring Practices Through Components Constituting Figured World
Chapter 3: Fostering Co-authoring of Figured Worlds in the Classroom
Chapter 4: Engaging Students in Research on Their Participation in Figured Worlds
Chapter 5: Engaging Students in YPAR as Critical Social Action
Part II: Students Co-authoring Different Figured Worlds
Chapter 6: YPAR as Figured World: Co-authoring Identities, Literacies, and Activism by Limarys Caraballo
Chapter 7: Co-Authoring Peer Group Figured Worlds
Chapter 8: Co-authoring Extracurricular Worlds
Chapter 9: Co-Authoring Sports Figured Worlds
Chapter 10: Co-Authoring Family Figured Worlds
Chapter 11: Co-Authoring Workplace Figured Worlds
Chapter 12: Co-authoring Popular Culture/Virtual Media Worlds
Part III: Implications for Teaching
Chapter 13: Implications for Teaching: Bringing Students’ Worlds into the Classroom
Chapter 1: Students Co-Authoring Figured Worlds
Chapter 2: Co-Authoring Practices Through Components Constituting Figured World
Chapter 3: Fostering Co-authoring of Figured Worlds in the Classroom
Chapter 4: Engaging Students in Research on Their Participation in Figured Worlds
Chapter 5: Engaging Students in YPAR as Critical Social Action
Part II: Students Co-authoring Different Figured Worlds
Chapter 6: YPAR as Figured World: Co-authoring Identities, Literacies, and Activism by Limarys Caraballo
Chapter 7: Co-Authoring Peer Group Figured Worlds
Chapter 8: Co-authoring Extracurricular Worlds
Chapter 9: Co-Authoring Sports Figured Worlds
Chapter 10: Co-Authoring Family Figured Worlds
Chapter 11: Co-Authoring Workplace Figured Worlds
Chapter 12: Co-authoring Popular Culture/Virtual Media Worlds
Part III: Implications for Teaching
Chapter 13: Implications for Teaching: Bringing Students’ Worlds into the Classroom
Recenzii
"A fresh and stimulating perspective on drawing creatively from student perspectives and experiences. Here we have clarity, scholarship, and strong arguments for learning about human abilities by listening intently and recognizing the immense power of student experiences and feelings. Fascinating and persuasive exemplars throughout the volume."
--Shirley Brice Heath, Professor Emerita, Stanford University, USA
"What would it mean if teachers and students were to juxtapose the social practices of their everyday lives outside of school with those of the secondary English language arts classroom? How might they use such juxtapositions to author new ‘worlds’ in which caring, mutuality, curiosity, wonder, justice, and community were core. Building on classroom observations and interviews with teachers and students, Beach and Caraballo provide educators with classroom models, practices, a language, and a philosophy for crafting a new vision of the English language arts classroom.
--David Bloome, Professor Emeritus of Literacy Education, The Ohio State University, USA
"A fresh and stimulating perspective on drawing creatively from student perspectives and experiences. Here we have clarity, scholarship, and strong arguments for learning about human abilities by listening intently and recognizing the immense power of student experiences and feelings. Fascinating and persuasive exemplars throughout the volume."
--Shirley Brice Heath, Professor Emerita, Stanford University, USA
"What would it mean—and how might it happen—if teachers and students were to juxtapose the social practices of their everyday lives outside of school with those of the secondary English language arts classroom? How might they together author new ‘worlds’ in which caring, mutuality, curiosity, wonder, justice, and community were both the how and the what of classroom learning? These are the questions Beach and Caraballo explore building on observations of and interviews with teachers and students who themselves are exploring such questions in their own classrooms. At a time when classroom education suffers from the modernist alienation of goals, objectives, and assessments, and the nihilism of poststructuralist relativism and partialism, the questions Beach and Caraballo pursue provide educators with classroom models and practices and a language for crafting a new vision of the English language arts classroom."
--David Bloome, Professor Emeritus of Literacy Education, The Ohio State University, USA
--Shirley Brice Heath, Professor Emerita, Stanford University, USA
"What would it mean if teachers and students were to juxtapose the social practices of their everyday lives outside of school with those of the secondary English language arts classroom? How might they use such juxtapositions to author new ‘worlds’ in which caring, mutuality, curiosity, wonder, justice, and community were core. Building on classroom observations and interviews with teachers and students, Beach and Caraballo provide educators with classroom models, practices, a language, and a philosophy for crafting a new vision of the English language arts classroom.
--David Bloome, Professor Emeritus of Literacy Education, The Ohio State University, USA
"A fresh and stimulating perspective on drawing creatively from student perspectives and experiences. Here we have clarity, scholarship, and strong arguments for learning about human abilities by listening intently and recognizing the immense power of student experiences and feelings. Fascinating and persuasive exemplars throughout the volume."
--Shirley Brice Heath, Professor Emerita, Stanford University, USA
"What would it mean—and how might it happen—if teachers and students were to juxtapose the social practices of their everyday lives outside of school with those of the secondary English language arts classroom? How might they together author new ‘worlds’ in which caring, mutuality, curiosity, wonder, justice, and community were both the how and the what of classroom learning? These are the questions Beach and Caraballo explore building on observations of and interviews with teachers and students who themselves are exploring such questions in their own classrooms. At a time when classroom education suffers from the modernist alienation of goals, objectives, and assessments, and the nihilism of poststructuralist relativism and partialism, the questions Beach and Caraballo pursue provide educators with classroom models and practices and a language for crafting a new vision of the English language arts classroom."
--David Bloome, Professor Emeritus of Literacy Education, The Ohio State University, USA
Notă biografică
Richard Beach is Professor Emeritus at the University of Minnesota, USA.
Limarys Caraballo is Associate Professor of English Education at Teachers College, Columbia University, USA.
Limarys Caraballo is Associate Professor of English Education at Teachers College, Columbia University, USA.
Descriere
This book approaches English instruction through the lens of "figured worlds," which recognizes and spotlights how students are actively engaged in constructing their own school, peer group, extracurricular, and community worlds.