EBOOK: Classroom Interactions in LiteracyMcGraw-Hill Education (UK), 16/11/2003 - 232 من الصفحات This book examines some of the complexities and debates about language, literacy and learning, challenging current assumptions about shared understanding of pedagogical principles. It foregrounds social and cultural issues and the nature of interaction between children and teachers; children and children; children and texts of all kinds; and the significance of wider interactions within the teaching profession. The contributors revitalise debate about the nature of professional knowledge, provide insights into the detail of classroom discourse and teacher interventions and examine the transformative possibilities of literacy. They argue for a more open and expansive agenda informed by an analytically constructive view of pedagogy and challenge the profession to move from restrictive certainties to the potent possibilities of development through uncertainty and risk. |
المحتوى
Introduction | 1 |
PART 1 Revisiting the Web of Meaning | 5 |
PART 2 The Detail of Classroom Discourse | 21 |
PART 3 Professional Knowledge and Understanding | 49 |
PART 4 Childrens Knowledge and Teachers Interventions | 75 |
PART 5 The Play of Ideas | 103 |
PART 6 New Texts and Textual Dimensions | 127 |
PART 7 The Social Construction of Literacy | 155 |
193 | |
209 | |
212 | |
Back cover | 216 |
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عبارات ومصطلحات مألوفة
able achieve action activity answers appeared argues become challenge chapter child classroom complex concerned connections consider construction context contribute create critical critical pedagogy cultural curriculum described discussion drama draw effective elements engaged English example experience explore focus give going ideas identified important individual interaction interest interpretations involved kind knowledge language learners learning lesson literacy lives look meaning move nature observed participation particular pedagogy play possible practices primary production pupils questions readers reading recognized reference reflection relation relationship represents response Rhonda role sense shared skills social story strategies structure student teachers suggest talk task teaching things thinking tion turn understanding values whole writing written young