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TEACHERS' PERSPECTIVES ON AUTHORSHIP TO DEVELOP VOICE AUTHORSHIP AS A PEDAGOGICAL TOOL.

Автор:   Cheryl W.
мягкая обложка
288 страниц
2008 год
Издательство:   Книга по Требованию
Цена:
3231 руб
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Описание:The study also explores the need, use, and potential of assistive technology as a tool to assist in the authorship process. Authorship has an impact on the development of teachers' own voices and teaching effectiveness. It also helps teachers understand their students and improve relationships with students' families. Authorship unifies different aspects of literacy and expands vocabulary. It can also be used with assistive technology to help students with special needs. This study explores the differences between traditional teaching of writing as the acquisition of communicative skills, and authorship in the classroom, a pedagogy drawing on the work of Alma Flor Ada and F. Isabel Campoy and grounded in transformative education. Using participatory research, dialogues with practicing preschool and elementary school teachers, administrators and teacher educators revealed the significant impact of authorship on student literacy and voice. This study asks whether the use of authorship in the elementary classroom, including authoring and self publishing books, has an effect on the development of voices of students, teachers, and parents.


Orthomol Immun Junior Сила иммунитета на страже Вашего ребенка Orthomol Immun Junior Сила иммунитета на страже Вашего ребенка

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Пустотность, или полное отсутствие невозможного «я»

As we, Western teachers, develop these pedagogic tools of putting together patterns, of developing training programs that work with these patterns, then that makes it easier for the Western mind to understand and to follow. On that basis, then I think there is a much better chance that people will be more successful in their practice, in terms of actually doing it, making sense of it, rather than it being just discordant, little fragments of things that they cant put together, and be more successful in applying it in their lives. Итак, если западные учителя будут учитывать этот культурный фон и те образовательные привычки, которыми все мы обладаем, и тот фон, из которого все мы черпаем, входя в буддизм, они смогут развить, выработать те педагогические инструменты, тот инструментарий, дав который своим ученикам, они сделают их способными наилучшим образом собрать воедино все эти фрагменты знаний, создать какую-то общую теорию, общее видение духовного пути и преуспеть на нём определённым образом. Иначе, если они этого делать не будут, то за счёт этого культурного дисбаланса и различия этих образовательных тенденций, тенденций, заложенных обществом-социумом, культурой восприятий, знание останется фрагментарным и успех не будет достигнут ...»

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