Dialoguing across Cultures, Identities, and Learning, Fecho
Автор: Fecho, Bob Fecho, Robert Clifton, Jennifer Название: Dialoguing across cultures, identities, and learning ISBN: 1138998591 ISBN-13(EAN): 9781138998599 Издательство: Taylor&Francis Рейтинг: Цена: 6889.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Drawing on Dialogical Self Theory, this book presents a new framework for social and cultural identity construction in the literacy classroom, offering possibilities for how teachers might adjust their pedagogy to better support the range of cultural stances present in all classrooms.
Автор: Mercer, Neil Littleton, Karen Название: Dialogue and the development of children`s thinking ISBN: 0415404797 ISBN-13(EAN): 9780415404792 Издательство: Taylor&Francis Рейтинг: Цена: 6889.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Provide an account of the relationship between dialogue and children`s learning development. This book provides a case for the importance of dialogue in children`s intellectual development and supports this with a socio-cultural theory, which explains the relationship between dialogues and learning.
Автор: Clifton Название: Argument as Dialogue Across Difference ISBN: 1138665924 ISBN-13(EAN): 9781138665927 Издательство: Taylor&Francis Рейтинг: Цена: 23734.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This book explores teaching argument in ways that take into account the complexities and pluralities young people face as they attempt to enact local and global citizenship with others who may reasonably disagree. The focus is foremost on social action.
Автор: Clifton, Jennifer Название: Argument as dialogue across difference ISBN: 1138665932 ISBN-13(EAN): 9781138665934 Издательство: Taylor&Francis Рейтинг: Цена: 6430.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This book explores teaching argument in ways that take into account the complexities and pluralities young people face as they attempt to enact local and global citizenship with others who may reasonably disagree. The focus is foremost on social action.
Exploring Diversity through Multimodality, Narrative, and Dialogue awakens educators to the ways in which values, beliefs, language use, culture, identity, social class, race, and other factors filter approaches to teaching and expectations for students. Designed as a guide to help educators engage in dialogic interactions, the text articulates a theoretically grounded and research-based framework related to the use of personal narratives as learning tools. Educators are encouraged to consider their own positions, explore topics of diversity and social justice, and identify ways to better address student needs.
Drawing on theories from multiliteracies, multimodality, embodiment, and narrative, chapters are framed around book discussions and the use of personal narrative to define and provide examples of dialogic interactions. Unique to this book is its focus on
embodied learning and multimodality as well as myriad artifacts produced by educators;
listening, not just dialogic talk;
writing (both traditional print texts and multimodal composition) that supports dialogic interaction; and
not merely responding to literature but developing empathic responses to texts, students, and others whose opinions may differ from one's own viewpoints.
The specific techniques and approaches presented can be used within educational and professional development settings to help readers enhance their journey toward greater awareness of others and of their own beliefs and experiences that lead toward social justice for all.
Описание: This book is of interest to mathematics educators, researchers in mathematics education, gender, social justice, equity and democracy in education; It thus interrogates and develops theoretical research tools for mathematics education and provides ideas for practice in mathematics classrooms.
Exploring Diversity through Multimodality, Narrative, and Dialogue awakens educators to the ways in which values, beliefs, language use, culture, identity, social class, race, and other factors filter approaches to teaching and expectations for students. Designed as a guide to help educators engage in dialogic interactions, the text articulates a theoretically grounded and research-based framework related to the use of personal narratives as learning tools. Educators are encouraged to consider their own positions, explore topics of diversity and social justice, and identify ways to better address student needs.
Drawing on theories from multiliteracies, multimodality, embodiment, and narrative, chapters are framed around book discussions and the use of personal narrative to define and provide examples of dialogic interactions. Unique to this book is its focus on
embodied learning and multimodality as well as myriad artifacts produced by educators;
listening, not just dialogic talk;
writing (both traditional print texts and multimodal composition) that supports dialogic interaction; and
not merely responding to literature but developing empathic responses to texts, students, and others whose opinions may differ from one's own viewpoints.
The specific techniques and approaches presented can be used within educational and professional development settings to help readers enhance their journey toward greater awareness of others and of their own beliefs and experiences that lead toward social justice for all.
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