Informed by international research and illustrated throughout with examples and case studies of the experiences of the classroom teachers involved in the research, Researching Children's Literacy Lives offers fresh insight into literacy teaching and learning. It looks towards the future and prompts the profession to think more critically about the everyday literacy lives of today's children and the consequences for building communities of learners, for fostering parental partnership and co-authoring the curriculum.
Informed by international research and illustrated throughout with examples and case studies of the experiences of the classroom teachers involved in the research, Researching Children's Literacy Lives offers fresh insight into literacy teaching and learning. It looks towards the future and prompts the profession to think more critically about the everyday literacy lives of today's children and the consequences for building communities of learners, for fostering parental partnership and co-authoring the curriculum.
Teresa Cremin is Professor of Education (Literacy), The Open University, UK. Marilyn Mottram is an HMI and Deputy National Lead for English with Ofsted, UK. Fiona M. Collins is a Principal Lecturer, University of Roehampton, UK. Sacha Powell is Professor of Early Childhood Care and Education, Canterbury Christ Church University, UK. Rose Drury is a Senior Lecturer in Early Years at The Open University, UK.
Inhaltsangabe
Acknowledgements Authors biographies List of figures Chapter 1: Introduction: Setting the context Chapter 2: Laying the foundations Chapter 3: The project methodology Chapter 4: Teachers developing researcher dispositions Chapter 5: Teachers developing new knowledge about the children Chapter 6: Teachers shifting views of literacy and pedagogic practice Chapter 7: Teachers sharing and building relationships Chapter 8: Teachers shifting perspectives about parents and children Chapter 9: Professional learning journeys Chapter 10: Conclusion References
Acknowledgements Authors biographies List of figures Chapter 1: Introduction: Setting the context Chapter 2: Laying the foundations Chapter 3: The project methodology Chapter 4: Teachers developing researcher dispositions Chapter 5: Teachers developing new knowledge about the children Chapter 6: Teachers shifting views of literacy and pedagogic practice Chapter 7: Teachers sharing and building relationships Chapter 8: Teachers shifting perspectives about parents and children Chapter 9: Professional learning journeys Chapter 10: Conclusion References
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