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Action Research in STEM and English Language Learning: An Integrated Approach for Developing Teacher Researchers
by Aria Razfar Beverly TroianoResponding to the linguistic and cultural diversity of the U.S. K–12 student population and an increasing emphasis on STEM, this book offers a model for professional development that engages teachers in transformative action research projects and explicitly links literacy to mathematics and science curriculum through sociocultural principles. Providing detailed and meaningful demonstrations of participatory action research in the classroom, Razfar and Troiano present an effective, systemic approach that helps preservice teachers support students’ funds of knowledge. By featuring teacher and researcher narratives, this book centers teacher expertise and offers a more holistic and humanistic understanding of authentic and empathetic teaching. Focusing on integrating instructional knowledge from ESL, bilingual, and STEM education, the range of cases and examples will allow readers to implement action research projects in their own classrooms. Chapters include discussion questions and additional resources for students, researchers, and educators.
Action Research in STEM and English Language Learning: An Integrated Approach for Developing Teacher Researchers
by Aria Razfar Beverly TroianoResponding to the linguistic and cultural diversity of the U.S. K–12 student population and an increasing emphasis on STEM, this book offers a model for professional development that engages teachers in transformative action research projects and explicitly links literacy to mathematics and science curriculum through sociocultural principles. Providing detailed and meaningful demonstrations of participatory action research in the classroom, Razfar and Troiano present an effective, systemic approach that helps preservice teachers support students’ funds of knowledge. By featuring teacher and researcher narratives, this book centers teacher expertise and offers a more holistic and humanistic understanding of authentic and empathetic teaching. Focusing on integrating instructional knowledge from ESL, bilingual, and STEM education, the range of cases and examples will allow readers to implement action research projects in their own classrooms. Chapters include discussion questions and additional resources for students, researchers, and educators.
Action Research For Language Teachers (Cambridge Teacher Training And Development Ser.)
by Michael WallaceThis practical guide can be used by teachers who wish to develop their professional expertise by investigating their own teaching in a systematic and organised way. It is also invaluable for teachers or trainee teachers who have to produce a professional project or dissertation as part of a training programme. This will help teachers to design and implement a research project which is derived from their normal practice, with results which should be of direct relevance to them. It is user-friendly and includes: - exemplar articles and extracts which show how the research techniques can be implemented - 'Personal review' sections which help readers to think about the ideas being discussed and relate them to their own situation - commentaries which follow up issues raised in the 'Personal review' sections - chapter summaries - a glossary of all technical terms.
Action Research for English Language Arts Teachers: Invitation to Inquiry
by Mary Buckelew Janice EwingOffering preservice and inservice teachers a guide to navigate the rapidly changing landscape of English Language Arts education, this book provides a fresh perspective on what it means to be a teacher researcher in ELA contexts. Inviting teachers to view inquiry and reflection as intrinsic to their identity and mission, Buckelew and Ewing walk readers through the inquiry process from developing an actionable focus, to data collection and analysis to publication and the exploration of ongoing questions. Providing thoughtful and relevant protocols and models for teacher inquiry, this book establishes a theoretical foundation and offers practical, ready-to-use tools and strategies for engaging in the inquiry process in the context of teachers’ communities. Action Research for English Language Arts Teachers: Invitation to Inquiry includes a variety of examples and scenarios of ELA teachers in diverse contexts, ensuring that this volume is relevant and accessible to all educators.
Action Research for English Language Arts Teachers: Invitation to Inquiry
by Mary Buckelew Janice EwingOffering preservice and inservice teachers a guide to navigate the rapidly changing landscape of English Language Arts education, this book provides a fresh perspective on what it means to be a teacher researcher in ELA contexts. Inviting teachers to view inquiry and reflection as intrinsic to their identity and mission, Buckelew and Ewing walk readers through the inquiry process from developing an actionable focus, to data collection and analysis to publication and the exploration of ongoing questions. Providing thoughtful and relevant protocols and models for teacher inquiry, this book establishes a theoretical foundation and offers practical, ready-to-use tools and strategies for engaging in the inquiry process in the context of teachers’ communities. Action Research for English Language Arts Teachers: Invitation to Inquiry includes a variety of examples and scenarios of ELA teachers in diverse contexts, ensuring that this volume is relevant and accessible to all educators.
Action, Meaning, and Argument in Eric Weil's Logic of Philosophy: A Development of Pragmatist, Expressivist, and Inferentialist Themes (Logic, Argumentation & Reasoning #32)
by Sequoya YiauekiThis volume investigates Eric Weil’s innovative conceptualization of the place of violence in the philosophical tradition with a focus on violence’s relationship to language and to discourse. Weil presents violence as the central philosophical problem. According to this reading, the western philosophical tradition commonly conceptualizes violence as an expression of error or as a consequence of the weakness of will. However, by doing so, it misses something essential about the role that violence plays in our conceptual development as well as the place violence holds in our discursive practices.The author draws comparisons between Weil’s work and that of Robert Brandom. Brandom’s inferentialism creates a sophisticated program at the junction of pragmatics and semantics, philosophy of language, logic, and philosophy of mind. The monograph builds on these insights in order to show how an inferentialist reading of Eric Weil is fruitful for both Weilian studies and for inferentialism. This volume will notably be of interest to scholars in philosophy, argumentation theory, and communication studies.
Action! China: A Field Guide to Using Chinese in the Community
by Donglin Chai Crista Cornelius Bing MuWinner of the Chinese Language Teachers Association’s 2014 Cengage Learning Excellence and Innovation in Teaching Chinese Award. Action! China is a practical guide for intermediate to advanced students of Chinese wanting to maximize their study abroad experience and enhance their language skills. This handy guide contains over 90 Field Performance tasks which prompt real-life interactions with native speakers. By carrying out these real-life tasks students refine and solidify existing communication skills and gain a fuller understanding of and participation in the target culture. The guide also provides over 60 Performance Watch tasks which help students understand how native speakers accomplish communicative goals through guided observation and analysis of naturally occurring interactions. Action! China helps students understand and participate socially in Chinese, guiding them through skill-getting and skill-using processes and enabling them to form meaningful connections with Chinese people in the community.
Acting the Essence: The Performer's Work on the Self
by Giuliano CampoActing the Essence examines the theory, practice, and history of the art of the performer from the perspective of its inner nature as work on oneself, within, around, and beyond the pedagogy of the actor. Ref lecting primarily on the legacy of Jerzy Grotowski, this book is composed of a series of ref lections on the Stanislavskian lineage of practitioners and related authors, in an attempt to revive awareness of the original path traced by the Russian master and to refine certain ambiguities in contemporary training. In a new media age of image and sound, accompanied by a proliferation of new technologies and means to communicate, emphasised by the COVID-19 crisis, a classic question comes to be asked of us again: What is the essence and the principal objective of the work of the performer? Is performing art still necessary? While proposing a theoretical advancement of the discipline and an historical overview of the relevant practices, this book provides tools for a better understanding of the traditional function of the performer’s practice as work on the self, for its ecological renaissance through a conscient use of trance, attention, and altered states of consciousness. This book offers insight for students in drama, theatre, and performance courses studying acting and performance at university.
Acting the Essence: The Performer's Work on the Self
by Giuliano CampoActing the Essence examines the theory, practice, and history of the art of the performer from the perspective of its inner nature as work on oneself, within, around, and beyond the pedagogy of the actor. Ref lecting primarily on the legacy of Jerzy Grotowski, this book is composed of a series of ref lections on the Stanislavskian lineage of practitioners and related authors, in an attempt to revive awareness of the original path traced by the Russian master and to refine certain ambiguities in contemporary training. In a new media age of image and sound, accompanied by a proliferation of new technologies and means to communicate, emphasised by the COVID-19 crisis, a classic question comes to be asked of us again: What is the essence and the principal objective of the work of the performer? Is performing art still necessary? While proposing a theoretical advancement of the discipline and an historical overview of the relevant practices, this book provides tools for a better understanding of the traditional function of the performer’s practice as work on the self, for its ecological renaissance through a conscient use of trance, attention, and altered states of consciousness. This book offers insight for students in drama, theatre, and performance courses studying acting and performance at university.
Acting Shakespeare (Routledge Library Editions: Shakespeare in Performance)
by Bertram Leon JosephHow did the actors for whom Shakespeare wrote his plays make his characters come to life, how did they convey his words? Can modern directors, actors, and even library readers of Shakespeare learn from them? Creating character and making the Elizabethan playwright’s poetry compelling for the audience is a problem which has seldom been resolved in modern times. This book demonstrates the hard course a modern actor must follow to make real and truthful the words he speaks, and the action and emotion underlying them. With examples and simple exercises, this book helps with the preparation for the great task – providing the actor with a combination that unlocks the Bard's English. Starting with how theatrical speech was understood in Renaissance England, it looks at figures of speech, the powers of persuasion, and the passion and rhythm inherent in the language.
Acting Shakespeare (Routledge Library Editions: Shakespeare in Performance)
by Bertram Leon JosephHow did the actors for whom Shakespeare wrote his plays make his characters come to life, how did they convey his words? Can modern directors, actors, and even library readers of Shakespeare learn from them? Creating character and making the Elizabethan playwright’s poetry compelling for the audience is a problem which has seldom been resolved in modern times. This book demonstrates the hard course a modern actor must follow to make real and truthful the words he speaks, and the action and emotion underlying them. With examples and simple exercises, this book helps with the preparation for the great task – providing the actor with a combination that unlocks the Bard's English. Starting with how theatrical speech was understood in Renaissance England, it looks at figures of speech, the powers of persuasion, and the passion and rhythm inherent in the language.
Acting Gods, Playing Heroes, and the Interaction between Judaism, Christianity, and Greek Drama in the Early Common Era
by Courtney J. FriesenWhile many ancient Jewish and Christian leaders voiced opposition to Greek and Roman theater, this volume demonstrates that by the time the public performance of classical drama ceased at the end of antiquity the ideals of Jews and Christians had already been shaped by it in profound and lasting ways. Readers are invited to explore how gods and heroes famous from Greek drama animated the imaginations of ancient individuals and communities as they articulated and reinvented their religious visions for a new era. In this study, Friesen demonstrates that Greek theater’s influence is evident within Jewish and Christian intellectual formulations, narrative constructions, and practices of ritual and liturgy. Through a series of interrelated case studies, the book examines how particular plays, through texts and performances, scenes, images, and heroic personae, retained appeal for Jewish and Christian communities across antiquity. The volume takes an interdisciplinary approach involving classical, Jewish, and Christian studies, and brings together these separate avenues of scholarship to produce fresh insights and a reevaluation of theatrical drama in relation to ancient Judaism and Christianity. Acting Gods, Playing Heroes, and the Interaction between Judaism, Christianity, and Greek Drama in the Early Common Era allows students and scholars of the diverse and evolving religious landscapes of antiquity to gain fresh perspectives on the interplay between the gods and heroes—both human and divine—of Greeks and Romans, Jews and Christians as they were staged in drama and depicted in literature.
Acting Gods, Playing Heroes, and the Interaction between Judaism, Christianity, and Greek Drama in the Early Common Era
by Courtney J. FriesenWhile many ancient Jewish and Christian leaders voiced opposition to Greek and Roman theater, this volume demonstrates that by the time the public performance of classical drama ceased at the end of antiquity the ideals of Jews and Christians had already been shaped by it in profound and lasting ways. Readers are invited to explore how gods and heroes famous from Greek drama animated the imaginations of ancient individuals and communities as they articulated and reinvented their religious visions for a new era. In this study, Friesen demonstrates that Greek theater’s influence is evident within Jewish and Christian intellectual formulations, narrative constructions, and practices of ritual and liturgy. Through a series of interrelated case studies, the book examines how particular plays, through texts and performances, scenes, images, and heroic personae, retained appeal for Jewish and Christian communities across antiquity. The volume takes an interdisciplinary approach involving classical, Jewish, and Christian studies, and brings together these separate avenues of scholarship to produce fresh insights and a reevaluation of theatrical drama in relation to ancient Judaism and Christianity. Acting Gods, Playing Heroes, and the Interaction between Judaism, Christianity, and Greek Drama in the Early Common Era allows students and scholars of the diverse and evolving religious landscapes of antiquity to gain fresh perspectives on the interplay between the gods and heroes—both human and divine—of Greeks and Romans, Jews and Christians as they were staged in drama and depicted in literature.
Acting from Shakespeare's First Folio: Theory, Text and Performance
by Don WeingustActing from Shakespeare's First Folio examines a series of techniques for reading and performing Shakespeare's plays that are based on the texts of the first ‘complete’ volume of Shakespeare's works: the First Folio of 1623. Do extra syllables in a line suggest how it might be played? Can Folio commas reveal character? Don Weingust places this work on Folio performance possibility within current understandings about Shakespearean text, describing ways in which these challenging theories about acting often align quite nicely with the work of the theories' critics. As part of this study, Weingust looks at the work of Patrick Tucker and his London-based Original Shakespeare Company, who have sought to discover the opportunities in using First Folio texts, acting techniques, and what they consider to be original Shakespearean performance methodologies. Weingust argues that their experimental performances at the Globe on Bankside have revealed enhanced possibilities not only for performing Shakespeare, but for theatrical practice in general.
Acting from Shakespeare's First Folio: Theory, Text and Performance
by Don WeingustActing from Shakespeare's First Folio examines a series of techniques for reading and performing Shakespeare's plays that are based on the texts of the first ‘complete’ volume of Shakespeare's works: the First Folio of 1623. Do extra syllables in a line suggest how it might be played? Can Folio commas reveal character? Don Weingust places this work on Folio performance possibility within current understandings about Shakespearean text, describing ways in which these challenging theories about acting often align quite nicely with the work of the theories' critics. As part of this study, Weingust looks at the work of Patrick Tucker and his London-based Original Shakespeare Company, who have sought to discover the opportunities in using First Folio texts, acting techniques, and what they consider to be original Shakespearean performance methodologies. Weingust argues that their experimental performances at the Globe on Bankside have revealed enhanced possibilities not only for performing Shakespeare, but for theatrical practice in general.
Acting Chinese: An Intermediate-Advanced Course in Discourse and Behavioral Culture 行为汉语
by Jin Zhang Li Xu Peng Yu Yanfang Tang Kunshan Carolyn LeeActing Chinese is a year-long course that, together with the companion website, integrates language learning with the acquisition of cultural knowledge, and treats culture as an integral part of human behavior and communication. Using modern day examples of Chinese discourse and behavioral culture, it trains students to perform in culturally appropriate fashion, whilst developing a systematic awareness and knowledge about Chinese philosophy, values and belief systems that will prepare them for further advanced study of Chinese language and culture. Each lesson contains simulated real-life communication scenarios that aim to provide a concrete opportunity to see how native speakers generally communicate or behave in social situations. An essential guide for intermediate to advanced level second language learners, Acting Chinese provides a unique and modern approach to the acquisition of both cultural knowledge and language proficiency.
Acting Chinese: An Intermediate-Advanced Course in Discourse and Behavioral Culture 行为汉语
by Jin Zhang Li Xu Peng Yu Yanfang Tang Kunshan Carolyn LeeActing Chinese is a year-long course that, together with the companion website, integrates language learning with the acquisition of cultural knowledge, and treats culture as an integral part of human behavior and communication. Using modern day examples of Chinese discourse and behavioral culture, it trains students to perform in culturally appropriate fashion, whilst developing a systematic awareness and knowledge about Chinese philosophy, values and belief systems that will prepare them for further advanced study of Chinese language and culture. Each lesson contains simulated real-life communication scenarios that aim to provide a concrete opportunity to see how native speakers generally communicate or behave in social situations. An essential guide for intermediate to advanced level second language learners, Acting Chinese provides a unique and modern approach to the acquisition of both cultural knowledge and language proficiency.
Acting and Reflecting: The Interdisciplinary Turn in Philosophy (Synthese Library #211)
by Wilfried Sieg
Acting and Directing Shakespeare's Comedies: Key Lessons
by Kevin OtosActing and Directing Shakespeare’s Comedies: Key Lessons outlines a clear, effective process for acting Shakespeare’s comedies. This book lays out core principles and useful exercises that help the reader better understand, expereince, and implement Shakespeare's comedic design. Building off of modern acting methods as well as contemporary Clown, classical Commedia, and verse-speaking techniques, the author guides the reader toward interpretive and performance choices that are original, justified, and entertaining. Included are clear examples and detailed case studies that illuminate and reenforce these key lessons. This accessible book is for actors, directors, students of Shakespeare, and those who want a fuller, richer awareness of the possibilities within Shakespeare’s comedies and a clear, pragmatic process for creating those performances.
Acting and Directing Shakespeare's Comedies: Key Lessons
by Kevin OtosActing and Directing Shakespeare’s Comedies: Key Lessons outlines a clear, effective process for acting Shakespeare’s comedies. This book lays out core principles and useful exercises that help the reader better understand, expereince, and implement Shakespeare's comedic design. Building off of modern acting methods as well as contemporary Clown, classical Commedia, and verse-speaking techniques, the author guides the reader toward interpretive and performance choices that are original, justified, and entertaining. Included are clear examples and detailed case studies that illuminate and reenforce these key lessons. This accessible book is for actors, directors, students of Shakespeare, and those who want a fuller, richer awareness of the possibilities within Shakespeare’s comedies and a clear, pragmatic process for creating those performances.
Act Like You Know (PDF): African-american Autobiography And White Identity
by Crispin SartwellFrederick Douglass, Harriet Jacobs, W.E.B. DuBois, Zora Neale Hurston, Malcolm X—their words speak firmly, eloquently, personally of the impact of white America on the lives of African-Americans. Black autobiographical discourses, from the earliest slave narratives to the most contemporary urban raps, have each in their own way gauged and confronted the character of white society. For Crispin Sartwell, as philosopher, cultural critic, and white male, these texts, through their exacting insights and external perspective, provide a rare opportunity, a means of glimpsing and gaining access to contents and core of white identity
Act Like You Know: African-American Autobiography and White Identity
by Crispin SartwellFrederick Douglass, Harriet Jacobs, W.E.B. DuBois, Zora Neale Hurston, Malcolm X—their words speak firmly, eloquently, personally of the impact of white America on the lives of African-Americans. Black autobiographical discourses, from the earliest slave narratives to the most contemporary urban raps, have each in their own way gauged and confronted the character of white society. For Crispin Sartwell, as philosopher, cultural critic, and white male, these texts, through their exacting insights and external perspective, provide a rare opportunity, a means of glimpsing and gaining access to contents and core of white identity. There is, Sartwell contends, a fundamental elusiveness to that identity. Whiteness defines itself as normative, as a neutral form of the human condition, marking all other forms of identity as "racial" or "ethnic" deviations. Invisible to itself, white identity seeks to define its essence over and against those other identities, in effect defining itself through opposition and oppression. By maintaining fictions of black licentiousness, violence, and corruption, white identity is able to cast itself as humane, benevolent, and pure; the stereotype fabricates not only the oppressed but the oppressor as well. Sartwell argues that African-American autobiography perceives white identity from a particular and unique vantage point; one that is knowledgeable and intimate, yet fundamentally removed from the white world and thus unencumbered by its obfuscating claims to normativity. Throughout this provocative work, Sartwell steadfastly recognizes the many ways in which he too is implicated in the formulation and perpetuation of racial attitudes and discourse. In Act Like You Know, he challenges both himself and others to take a long, hard look in the mirror of African-American autobiography, and to find there, in the light of those narratives, the visible features of white identity.
Act-Based Conceptions of Propositional Content: Contemporary and Historical Perspectives
by Friederike Moltmann and Mark TextorThe notion of a propositional content plays a central role in contemporary philosophy of language. Propositional content makes up both the meaning of sentences and the content of propositional attitudes such as belief. One particular view about propositional content has been dominant in analytic philosophy, namely the Fregean conception of propositions as abstract mind-independent objects that come with truth conditions. But propositions in this sense raise a range of issues, which have become a center of debate in current philosophy of language. In particular, how should propositions as abstract objects be understood and how can they represent things and be true or false? A number of philosophers in contemporary analytic philosophy as well as in early analytic philosophy and phenomenology have approached the notion of a propositional content in a different way, not by starting out with an abstract truth berarer, but by focusing on cognitive acts of agents, such as acts of judging. It is in terms of such acts that the notion of a propositional content, on their view, should be understood. The act-based perspective historically goes back to the work of Central European philosophers, in particular that of Husserl, Twardowski, Meinong, and Reinach. However, their work has been unduly neglected and is in fact largely inaccessible to contemporary analytic philosophers. The volume presents a central selection of work of these philosophers that bear on an act-based conception of philosophical content, some of which in new translations (one paper by Reinach), some of which published in English for the very first time (two papers by Twardowski). In addition, the volume presents new work by leading contemporary philosophers of language pursuing or discussing an act-based conception of propositional content. Moreover, the book contains a crosslinguistic study of nominalizations for actions and products, a distinction that plays a central role in the philosophy of language of Twardowski.
Act-Based Conceptions of Propositional Content: Contemporary and Historical Perspectives
The notion of a propositional content plays a central role in contemporary philosophy of language. Propositional content makes up both the meaning of sentences and the content of propositional attitudes such as belief. One particular view about propositional content has been dominant in analytic philosophy, namely the Fregean conception of propositions as abstract mind-independent objects that come with truth conditions. But propositions in this sense raise a range of issues, which have become a center of debate in current philosophy of language. In particular, how should propositions as abstract objects be understood and how can they represent things and be true or false? A number of philosophers in contemporary analytic philosophy as well as in early analytic philosophy and phenomenology have approached the notion of a propositional content in a different way, not by starting out with an abstract truth berarer, but by focusing on cognitive acts of agents, such as acts of judging. It is in terms of such acts that the notion of a propositional content, on their view, should be understood. The act-based perspective historically goes back to the work of Central European philosophers, in particular that of Husserl, Twardowski, Meinong, and Reinach. However, their work has been unduly neglected and is in fact largely inaccessible to contemporary analytic philosophers. The volume presents a central selection of work of these philosophers that bear on an act-based conception of philosophical content, some of which in new translations (one paper by Reinach), some of which published in English for the very first time (two papers by Twardowski). In addition, the volume presents new work by leading contemporary philosophers of language pursuing or discussing an act-based conception of propositional content. Moreover, the book contains a crosslinguistic study of nominalizations for actions and products, a distinction that plays a central role in the philosophy of language of Twardowski.
Across the Hellespont: A Literary Guide to Turkey
by Richard StonemanTurkey lies at the crossroads of history. For millennia, Anatolia has been crossed and re-crossed by waves of conquering civilizations - Hittites, Persians, Romans and Ottomans - who have created a country as varied as it is possible to find in the world. With a climate and landscape as diverse as its past, Turkey has provided an alluring and yet sometimes challenging destination for westerners throughout the ages. This, and the hospitality of its people has ensured that countless visitors, from classical times to the present, have fallen under the spell of Turkey.'Across the Hellespont' describes in lively detail the remarkable literature which Turkey has inspired for two thousand years. At a time when Turkey's position on the fringe may be set to change to a deeper involvement in Europe, the need for Europeans to understand the country is even more compelling. The range of travel writing represented in this book shows how, while political circumstances may change, the lure of Turkey remains constant.