Sue Ellis – författare
2 090 kr
Skickas inom 10-15 vardagar
544 kr
Skickas inom 10-15 vardagar
2 023 kr
Skickas inom 10-15 vardagar
544 kr
Skickas inom 10-15 vardagar
929 kr
Skickas inom 7-10 vardagar
631 kr
Läs direkt efter köp
Noticing is an essential aspect of professional expertise in teaching – a skill that draws on deep professional knowledge in ways that affect how teachers are aware of, respond to and meet the needs of their students. Being a ‘noticing teacher’ in the language and literacy classroom can make a real difference to students’ progress as readers and writers, to their literacy attainment and to their engagement with learning.
This international, research-informed book is unique in its focus on literacy and language. The authors explore models and methods to embed both noticing and the development of teacher agency and grounded knowledge into teacher education programs and school practices. To further the professional knowledge and agency of ‘noticing teachers’, the authors argue that research, policy and the professional community need to understand how noticing skills can be woven into the policy and practice contexts of the literacy teacher’s work.
Developing Habits of Noticing in Literacy and Language Classrooms: Research and Practice across Professional Cultures is designed to help teachers, researchers and school leaders think in new ways about how ‘noticing’ operates in the context of the literacy classroom and how it can be supported. Each chapter provides a valuable insight into how teachers learn from their students, in the course of teaching activities, to be responsive, analytical and inspirational.
631 kr
Läs direkt efter köp
Noticing is an essential aspect of professional expertise in teaching – a skill that draws on deep professional knowledge in ways that affect how teachers are aware of, respond to and meet the needs of their students. Being a ‘noticing teacher’ in the language and literacy classroom can make a real difference to students’ progress as readers and writers, to their literacy attainment and to their engagement with learning.
This international, research-informed book is unique in its focus on literacy and language. The authors explore models and methods to embed both noticing and the development of teacher agency and grounded knowledge into teacher education programs and school practices. To further the professional knowledge and agency of ‘noticing teachers’, the authors argue that research, policy and the professional community need to understand how noticing skills can be woven into the policy and practice contexts of the literacy teacher’s work.
Developing Habits of Noticing in Literacy and Language Classrooms: Research and Practice across Professional Cultures is designed to help teachers, researchers and school leaders think in new ways about how ‘noticing’ operates in the context of the literacy classroom and how it can be supported. Each chapter provides a valuable insight into how teachers learn from their students, in the course of teaching activities, to be responsive, analytical and inspirational.
542 kr
Skickas inom 7-10 vardagar
631 kr
Läs direkt efter köp
Interdisciplinary Perspectives on Learning to Read brings together different disciplinary perspectives and studies on reading for all those who seek to extend and enrich the current practice, research and policy debates. The breadth of knowledge that underpins pedagogy is a central theme and the book will help educators, policy-makers and researchers understand the full range of research perspectives that must inform decisions about the development of reading in schools. The book offers invaluable insights into learners who do not achieve their full potential. The chapters have been written by key figures in education, psychology, sociology and neuroscience, and promote discussion of:
comprehension gender and literacy attainment phonics and decoding digital literacy at home and school bilingual learners and reading dyslexia and special educational needs evidence based literacy visual texts.
This book encompasses a comprehensive range of conceptual perspectives on reading pedagogy and offers a wealth of new insights to support innovative research directions.
631 kr
Läs direkt efter köp
Interdisciplinary Perspectives on Learning to Read brings together different disciplinary perspectives and studies on reading for all those who seek to extend and enrich the current practice, research and policy debates. The breadth of knowledge that underpins pedagogy is a central theme and the book will help educators, policy-makers and researchers understand the full range of research perspectives that must inform decisions about the development of reading in schools. The book offers invaluable insights into learners who do not achieve their full potential. The chapters have been written by key figures in education, psychology, sociology and neuroscience, and promote discussion of:
comprehension gender and literacy attainment phonics and decoding digital literacy at home and school bilingual learners and reading dyslexia and special educational needs evidence based literacy visual texts.
This book encompasses a comprehensive range of conceptual perspectives on reading pedagogy and offers a wealth of new insights to support innovative research directions.
594 kr
Läs direkt efter köp
The book includes chapters on:
- How children learn to read and how phonics helps
- The role of early phonics teaching
- Classroom approaches to phonics teaching
- Involving parents and carers
- Speaking and phonological awareness
- Spelling links
- Staff development
- Responses to the Rose Review on Early Reading.
It will be essential reading for student teachers on initial training courses, and for more experienced staff in a range of school settings.