Dave Baker – författare

This work provides an analysis of how knowledge is constructed and defined by teachers and lecturers in schools and universities/colleges. It considers how everyday uses of reading, writing, numeracy and science are cast aside in favour of academic language and academic discourse, arguing that such discourses are alien to learners' daily experiences and are, therefore, difficult to acquire and adopt.; Chapters examine literacies of English, mathematics and science as practised in and outside schools and colleges. The book is interdisciplinary and multicultural, adopting perspectives from the UK, USA, South Africa, India, Brazil and Kenya. It should be of interest to a wide market of educationalists, including those involved in educational policy making, teacher education, cultural/multicultural studies, development studies, anthropology, and adult and continuing education.

This work provides an analysis of how knowledge is constructed and defined by teachers and lecturers in schools and universities/colleges. It considers how everyday uses of reading, writing, numeracy and science are cast aside in favour of academic language and academic discourse, arguing that such discourses are alien to learners' daily experiences and are, therefore, difficult to acquire and adopt.; Chapters examine literacies of English, mathematics and science as practised in and outside schools and colleges. The book is interdisciplinary and multicultural, adopting perspectives from the UK, USA, South Africa, India, Brazil and Kenya. It should be of interest to a wide market of educationalists, including those involved in educational policy making, teacher education, cultural/multicultural studies, development studies, anthropology, and adult and continuing education.

Abstract. This introduction sets the scene for the remainder of the book by considering first the international context of widespread concern about the improvement of numeracy skills. This is related to reform movements in the UK, the US and other countries aimed at modernising primary (elementary) school mathematics curricula. A detailed account is given of the National Numeracy Strategy in England, a systemic government-imposed response to concern about standards implemented in 1999/2000. This includes a discussion of the alternative meanings of numeracy. An earlier initiative sponsored by a UK charitable trust reacting to concern about primary numeracy was the Leverhulme Numeracy Research Programme. This large-scale longitudinal study and linked set of case-study projects, focusing on reasons for low attainment, took place during 1997-2002. This book, and each other in the same series, is based on results of that research. The timescale fortuitously enabled the research team to also report on some effects of the systemic reform in the National Numeracy Strategy. 1. THE INTERNATIONAL CONTEXT In many countries, there are recurring periods of national concern about the low standards of calculation skills shown by children in primary (elementary) schools. Recently these concerns have become more urgent and more political with the publication of international comparisons of mathematical achievement, first at secondary and more recently at primary level (e. g. Lapointe, Mead et al. 1992; Mullis et al. , 1997).

This introduction sets the scene for the remainder of the book by considering first the international context of widespread concern about the improvement of numeracy skills. An earlier initiative sponsored by a UK charitable trust reacting to concern about primary numeracy was the Leverhulme Numeracy Research Programme.

Set in 2005, this gorgeously illustrated, funny, and honest graphic novel follows four teens who stumble into an illicit anime DVD-burning business that shakes up their conservative small town…and their friendship.When Brooke, Kelly, Maggie, and Melissa buy a bootleg anime DVD at a gas station, they get much more than they bargained for with Super Love XL, a risqué move featuring—among other things—a giant mecha who shoots lasers out of her chest. The four girls are horrified (and maybe a little fascinated). It’s so unlike anything they’ve seen, would probably shock everyone else in their town, and definitely would take over their extremely conservative Christian school. That’s when they have the idea to sell copies to local boys…for twenty dollars a pop. At first, everything goes perfectly, with the friends raking in cash—pretty soon they’ll even have enough money to buy the matching jackets they’ve always dreamed of! But as the market for mildly titillating anime DVDs grows, the girls realize they’ll need new material. On top of figuring out how to replicate their first success, there’s growing tension within the group. Brooke and Kelly’s romance is on its last legs, and hurt feelings are guaranteed when Melissa starts falling for one of them. Will the four girls’ shared history be strong enough to see them through this upheaval? Or will they learn that some things can only end in heartbreak?