- Table View
- List View
Life Long Learning: Modulare Wissensbasen für elektronische Lernumgebungen
by Cornelia SeebergLernen mit elektronischen Dokumenten wird immer wichtiger. Der entscheidende Vorteil des Mediums Computer ist die Möglichkeit, dynamische Dokumente zu erzeugen. Diese Dynamik kann zum einen in den einzelnen Inhalten liegen (Animationen, Simulationen) oder in der Erstellung der Dokumente (adaptive Anpassung an die einzelnen Benutzer/innen). Die Lerndokumente liegen dafür in Modulen, nicht als ein großes Dokument vor. Um diese Vorteile nutzen zu können, müssen die Module beschrieben sein. Das Buch bietet ein Beschreibungsschema, mit dem aus einer Wissensbasis von unzusammenhängenden Modulen ein gut lesbares und auf die Bedürfnisse der einzelnen Leser/innen angepasstes webbasiertes Dokument erstellt werden kann.
Lifelong Learning in Action: Transforming Education in the 21st Century
by Norman LongworthSince the concept of lifelong learning came to prominence much excellent work has been undertaken but, as Professor Longworth's new book shows, major change in some areas is still needed if the concept of learning from cradle to grave is to become a true reality. Using his unique vantage point from consulting with schools, universities, local, governmental and global authorities, Professor Longworth brings the development of lifelong learning bang up-to-date with a complete survey of the principles of lifelong learning including examples from around the world and crucial information on the impact of lifelong learning on 21st century schools.
Lifelong Learning in Action: Transforming Education in the 21st Century
by Norman LongworthSince the concept of lifelong learning came to prominence much excellent work has been undertaken but, as Professor Longworth's new book shows, major change in some areas is still needed if the concept of learning from cradle to grave is to become a true reality. Using his unique vantage point from consulting with schools, universities, local, governmental and global authorities, Professor Longworth brings the development of lifelong learning bang up-to-date with a complete survey of the principles of lifelong learning including examples from around the world and crucial information on the impact of lifelong learning on 21st century schools.
Like a Bird in a Cage: The Invasion of Sennacherib in 701 BCE (The Library of Hebrew Bible/Old Testament Studies)
by Lester L. GrabbeWhat makes one crime more serious than another, and why? This book investigates the problem of "seriousness of offence" in English law from the comparative perspective of biblical law. Burnside takes a semiotic approach to show how biblical conceptions of seriousness are synthesised and communicated through various descriptive and performative registers. Seven case studies show that biblical law discriminates between the seriousness of different offences and between the relative seriousness of the same offence when committed by different people or when performed in different ways. Recurring elements include location and the offender's social statue. The closing chapter considers some of the implications for the current debate about crime and punishment.
Limitations and Possibilities of Dialogue among Researchers, Policymakers, and Practitioners: International Perspectives on the Field of Education (Studies in Education/Politics)
by Mark B. Ginsburg Jorge M. GorostiagaThe chapters in this edited volume raise important issues of the relation between research and its various external "publics".
Limitations and Possibilities of Dialogue among Researchers, Policymakers, and Practitioners: International Perspectives on the Field of Education (Studies in Education/Politics)
by Mark B. Ginsburg Jorge GorostiagaThe chapters in this edited volume raise important issues of the relation between research and its various external "publics".
Listening to Able Underachievers: Creating Opportunities for Change
by Michael Pomerantz Kathryn Ann PomerantzThis book provides a new contribution to raising attainment in secondary schools, with specific reference to able underachievers who are currently achieving C grades or less when they could be getting As. Standards are depressed each time a single able underachiever demonstrates a competence that is below his or her real potential. It lowers morale in that the progress of the whole school is reduced proportionately in line with the able pupils who aren't achieving their real potential, and resources are wasted every time these pupils start misbehaving or creating problems in school. This is a new and innovative approach, which is based on discussions with the pupils themselves and incorporates not just the usual basic subjects but also the creative areas of the curriculum and the wider community as a whole. Head teachers, senior managers, teachers and students, indeed all who are interested in raising standards and ensuring that pupils achieve their full potential will find this book to be an excellent resource.
Listening to Able Underachievers: Creating Opportunities for Change
by Michael Pomerantz Kathryn Ann PomerantzThis book provides a new contribution to raising attainment in secondary schools, with specific reference to able underachievers who are currently achieving C grades or less when they could be getting As. Standards are depressed each time a single able underachiever demonstrates a competence that is below his or her real potential. It lowers morale in that the progress of the whole school is reduced proportionately in line with the able pupils who aren't achieving their real potential, and resources are wasted every time these pupils start misbehaving or creating problems in school. This is a new and innovative approach, which is based on discussions with the pupils themselves and incorporates not just the usual basic subjects but also the creative areas of the curriculum and the wider community as a whole. Head teachers, senior managers, teachers and students, indeed all who are interested in raising standards and ensuring that pupils achieve their full potential will find this book to be an excellent resource.
Listening to Four Year Olds: How they can help us plan their care and education (PDF)
by Jacqui CousinsFour-year-old children are fascinating. They are curious about the world but experience it very differently from adults or older children - and that makes them the best authority on their own needs, abilities and limits. In this captivating book, Jacqui Cousins invites us into the world of the four-year-old. Using their words, she helps early years practitioners interpret what children are really saying and shows how their views can be used to plan their care and education. This book considers: what four-year-olds are really saying when they talk, or refuse to talk, to us what early years workers can learn from four-year-olds' words and silences how the views of four-year-olds can be used in the day-to-day planning of their care and education.
Literacy for Childcare Students: A Basic Skills Guide
by June GreenThis pack offers the busy tutor all they need to teach their childcare students literacy. This pack offers the busy tutor all they need to teach their childcare students literacy. The book includes: * Pages of spelling quizzes * Pages for building their bank of familiar words * Extension activities which build on what they've learned in lessons The students will be able to chart their own progress as they work through the levels.
Literacy for Childcare Students: A Basic Skills Guide
by June GreenThis pack offers the busy tutor all they need to teach their childcare students literacy. This pack offers the busy tutor all they need to teach their childcare students literacy. The book includes: * Pages of spelling quizzes * Pages for building their bank of familiar words * Extension activities which build on what they've learned in lessons The students will be able to chart their own progress as they work through the levels.
Literacy in the New Media Age (Literacies)
by Gunther KressIn this 'new media age' the screen has replaced the book as the dominant medium of communication. This dramatic change has made image, rather than writing, the centre of communication. In this groundbreaking book, Gunther Kress considers the effects of a revolution that has radically altered the relationship between writing and the book. Taking into account social, economic, communication and technological factors, Kress explores how these changes will affect the future of literacy. Kress considers the likely larger-level social and cultural effects of that future, arguing that the effects of the move to the screen as the dominant medium of communication will produce far-reaching shifts in terms of power - and not just in the sphere of communication. The democratic potentials and effects of the new information and communication technologies will, Kress contends, have the widest imaginable consequences. Literacy in the New Media Age is suitable for anyone fascinated by literacy and its wider political and cultural implications. It will be of particular interest to those studying education, communication studies, media studies or linguistics.
Literacy in the New Media Age (Literacies)
by Gunther KressIn this 'new media age' the screen has replaced the book as the dominant medium of communication. This dramatic change has made image, rather than writing, the centre of communication. In this groundbreaking book, Gunther Kress considers the effects of a revolution that has radically altered the relationship between writing and the book. Taking into account social, economic, communication and technological factors, Kress explores how these changes will affect the future of literacy. Kress considers the likely larger-level social and cultural effects of that future, arguing that the effects of the move to the screen as the dominant medium of communication will produce far-reaching shifts in terms of power - and not just in the sphere of communication. The democratic potentials and effects of the new information and communication technologies will, Kress contends, have the widest imaginable consequences. Literacy in the New Media Age is suitable for anyone fascinated by literacy and its wider political and cultural implications. It will be of particular interest to those studying education, communication studies, media studies or linguistics.
Literacy Play for the Early Years Book 1: Learning Through Fiction
by Collette DrifteThis series of books uses fiction, non-fiction and poetry texts, as well as phonics, as a basis to help young children in the Early Years develop their literacy skills. It brings together the early learning goals of the foundation stage and the national literacy strategy objectives, using structured play, games and fun activities to put across the relevant teaching points in an enjoyable way, while simultaneously nurturing a love of literature. Each book presents structured activities based around suggested focus texts. To help practitioners save time in planning and organizing, the materials needed and the preparation required for each session are described in detail. The activities have been designed to cater to different achievement levels, and can be adapted or added to according to the needs of individual children and settings. Follow-up activities are also suggested, to bring in wider aspects of the Early Learning Goals and the NLS objectives. Elements of this book include exploring well-loved traditional stories and quality familiar modern stories by established authors; using the texts as a basis to focus on specific literacy goals and objectives; using the texts as a stimulus for games and play activities that help to teach literacy skills; planning and preparation for each literacy session, including materials needed and scripted sessions; ideas for working and playing with the whole group and smaller groups to consolidate the literacy skill; and extension ideas and activities.
Literacy Play for the Early Years Book 1: Learning Through Fiction
by Collette DrifteThis series of books uses fiction, non-fiction and poetry texts, as well as phonics, as a basis to help young children in the Early Years develop their literacy skills. It brings together the early learning goals of the foundation stage and the national literacy strategy objectives, using structured play, games and fun activities to put across the relevant teaching points in an enjoyable way, while simultaneously nurturing a love of literature. Each book presents structured activities based around suggested focus texts. To help practitioners save time in planning and organizing, the materials needed and the preparation required for each session are described in detail. The activities have been designed to cater to different achievement levels, and can be adapted or added to according to the needs of individual children and settings. Follow-up activities are also suggested, to bring in wider aspects of the Early Learning Goals and the NLS objectives. Elements of this book include exploring well-loved traditional stories and quality familiar modern stories by established authors; using the texts as a basis to focus on specific literacy goals and objectives; using the texts as a stimulus for games and play activities that help to teach literacy skills; planning and preparation for each literacy session, including materials needed and scripted sessions; ideas for working and playing with the whole group and smaller groups to consolidate the literacy skill; and extension ideas and activities.
Literacy Play for the Early Years Book 3: Learning Through Poetry
by Collette DrifteThis series of books uses fiction, non-fiction and poetry texts, as well as phonics, as a basis to help young children in the Early Years develop their literacy skills. It brings together the early learning goals of the foundation stage and the national literacy strategy objectives, using structured play, games and fun activities to put across the relevant teaching points in an enjoyable way, while simultaneously nurturing a love of literature. Each book presents structured activities based around suggested focus texts. To help practitioners save time in planning and organizing, the materials needed and the preparation required for each session are described in detail. The activities have been designed to cater to different achievement levels, and can be adapted or added to according to the needs of individual children and settings. Follow-up activities are also suggested, to bring in wider aspects of the Early Learning Goals and the NLS objectives. Elements of this book include exploring well-loved traditional stories and quality familiar modern stories by established authors; using the texts as a basis to focus on specific literacy goals and objectives; using the texts as a stimulus for games and play activities that help to teach literacy skills; planning and preparation for each literacy session, including materials needed and scripted sessions; ideas for working and playing with the whole group and smaller groups to consolidate the literacy skill; and extension ideas and activities.
Literacy Play for the Early Years Book 3: Learning Through Poetry
by Collette DrifteThis series of books uses fiction, non-fiction and poetry texts, as well as phonics, as a basis to help young children in the Early Years develop their literacy skills. It brings together the early learning goals of the foundation stage and the national literacy strategy objectives, using structured play, games and fun activities to put across the relevant teaching points in an enjoyable way, while simultaneously nurturing a love of literature. Each book presents structured activities based around suggested focus texts. To help practitioners save time in planning and organizing, the materials needed and the preparation required for each session are described in detail. The activities have been designed to cater to different achievement levels, and can be adapted or added to according to the needs of individual children and settings. Follow-up activities are also suggested, to bring in wider aspects of the Early Learning Goals and the NLS objectives. Elements of this book include exploring well-loved traditional stories and quality familiar modern stories by established authors; using the texts as a basis to focus on specific literacy goals and objectives; using the texts as a stimulus for games and play activities that help to teach literacy skills; planning and preparation for each literacy session, including materials needed and scripted sessions; ideas for working and playing with the whole group and smaller groups to consolidate the literacy skill; and extension ideas and activities.
Literacy Play for the Early Years Book 4: Learning Through Phonics
by Collette DrifteThis series of books uses fiction, non-fiction and poetry texts, as well as phonics, as a basis to help young children in the Early Years develop their literacy skills. It brings together the early learning goals of the foundation stage and the national literacy strategy objectives, using structured play, games and fun activities to put across the relevant teaching points in an enjoyable way, while simultaneously nurturing a love of literature. Each book presents structured activities based around suggested focus texts. To help practitioners save time in planning and organizing, the materials needed and the preparation required for each session are described in detail. The activities have been designed to cater to different achievement levels, and can be adapted or added to according to the needs of individual children and settings. Follow-up activities are also suggested, to bring in wider aspects of the Early Learning Goals and the NLS objectives. Elements of this book include exploring well-loved traditional stories and quality familiar modern stories by established authors; using the texts as a basis to focus on specific literacy goals and objectives; using the texts as a stimulus for games and play activities that help to teach literacy skills; planning and preparation for each literacy session, including materials needed and scripted sessions; ideas for working and playing with the whole group and smaller groups to consolidate the literacy skill; and extension ideas and activities.
Literacy Play for the Early Years Book 4: Learning Through Phonics
by Collette DrifteThis series of books uses fiction, non-fiction and poetry texts, as well as phonics, as a basis to help young children in the Early Years develop their literacy skills. It brings together the early learning goals of the foundation stage and the national literacy strategy objectives, using structured play, games and fun activities to put across the relevant teaching points in an enjoyable way, while simultaneously nurturing a love of literature. Each book presents structured activities based around suggested focus texts. To help practitioners save time in planning and organizing, the materials needed and the preparation required for each session are described in detail. The activities have been designed to cater to different achievement levels, and can be adapted or added to according to the needs of individual children and settings. Follow-up activities are also suggested, to bring in wider aspects of the Early Learning Goals and the NLS objectives. Elements of this book include exploring well-loved traditional stories and quality familiar modern stories by established authors; using the texts as a basis to focus on specific literacy goals and objectives; using the texts as a stimulus for games and play activities that help to teach literacy skills; planning and preparation for each literacy session, including materials needed and scripted sessions; ideas for working and playing with the whole group and smaller groups to consolidate the literacy skill; and extension ideas and activities.
Literacy Through Symbols: Improving Access for Children and Adults
by Tina Detheridge Mike DetheridgeThis second edition of an important and essentially practical book is now fully updated and revised to take into account the significant developments that have been made in using symbols to support literacy. It is full of ideas and examples of the ways in which access to literacy can be enhanced through the use of symbols, based on the experience of the authors and many practitioners. Topics covered include how symbols are being used in schools, colleges and day care centers; ways in which symbols can help to enhance learning and independence; lots of new examples of good practice from practitioners; the results of the Rebus Symbol development project; how symbols fit in with the National Literacy Strategy; and how symbols can be used to make information more accessible. Teachers in mainstream and special schools, teaching assistants, day-care workers and parents should find this book helps them understand how to use symbols to improve literacy and aid communication.
Literacy Through Symbols: Improving Access for Children and Adults
by Tina Detheridge Mike DetheridgeThis second edition of an important and essentially practical book is now fully updated and revised to take into account the significant developments that have been made in using symbols to support literacy. It is full of ideas and examples of the ways in which access to literacy can be enhanced through the use of symbols, based on the experience of the authors and many practitioners. Topics covered include how symbols are being used in schools, colleges and day care centers; ways in which symbols can help to enhance learning and independence; lots of new examples of good practice from practitioners; the results of the Rebus Symbol development project; how symbols fit in with the National Literacy Strategy; and how symbols can be used to make information more accessible. Teachers in mainstream and special schools, teaching assistants, day-care workers and parents should find this book helps them understand how to use symbols to improve literacy and aid communication.
Literacy Work Stations: Making Centers Work
by Debbie DillerEver wonder what the rest of your class should be doing while you are working with a small reading group? Debbie Diller offers practical suggestions in Literacy Work Stations: Making Centers Work for over a dozen literacy work stations that link to classroom instruction and make preparation and management easy for teachers. Learn how to set up work stations, how to manage them, and how to keep them going throughout the year. Each chapter includes: How to introduce each station Which materials to include at which station What to model the station as How to solve problems and differentiate How to assess while keeping students accountable Reflection questions for professional development Materials in both English and Spanish are provided in the extensive resource section. Throughout the book the author has included photos of literacy workstations from a variety of classrooms in which she has worked to illustrate the methods discussed in the text. Literacy Work Stations is a go-to classroom resource that will help you keep all students engaged while you focus in on small groups.
Literacy Work Stations: Making Centers Work
by Debbie DillerEver wonder what the rest of your class should be doing while you are working with a small reading group? Debbie Diller offers practical suggestions in Literacy Work Stations: Making Centers Work for over a dozen literacy work stations that link to classroom instruction and make preparation and management easy for teachers. Learn how to set up work stations, how to manage them, and how to keep them going throughout the year. Each chapter includes: How to introduce each station Which materials to include at which station What to model the station as How to solve problems and differentiate How to assess while keeping students accountable Reflection questions for professional development Materials in both English and Spanish are provided in the extensive resource section. Throughout the book the author has included photos of literacy workstations from a variety of classrooms in which she has worked to illustrate the methods discussed in the text. Literacy Work Stations is a go-to classroom resource that will help you keep all students engaged while you focus in on small groups.
Literarische Sozialisation (Sammlung Metzler)
by Hartmut Eggert Christine GarbeDie Zukunft der literarischen Kultur wird davon mitgeprägt, welchen Gebrauch Kinder und Jugendliche des Medienzeitalters von ihr machen. Literarische Sozialisation lenkt den Blick auf kinderliterarische Praktiken und jugendliche Lektüregewohnheiten. Es gilt zu erforschen, welchen Einfluss diese Prägung auf den Umgang mit Literatur im Erwachsenenalter haben wird. Die Neuauflage ist um ein Kapitel zur Pisa-Studie erweitert.
Local Meanings, Global Schooling: Anthropology and World Culture Theory
by K. Anderson-LevittIs there one global culture of schooling, or many national and local cultures? Do educational reforms take school systems on diverging or parallel paths? These case studies from five continents use ethnography and history to challenge the sweeping claims of sociology's world culture theory (neo-institutionalism). They demonstrate how national ministries of education and local schools re-invent every reform. Yet the cases also show that teachers and local reformers operate 'within and against' global models. Anthropologists need to recognize the global presence in local schooling as well as local transformation of global models. This is a collection that scholars in the field of the anthropology of education will not want to be without.