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1. |
Record Nr. |
UNINA9910481043503321 |
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Titolo |
Poetry across the curriculum : new methods of writing intensive pedagogy for U.S. community college and undergraduate education / / edited by Frank Jacob, Shannon Kincaid, Amy E. Traver |
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Pubbl/distr/stampa |
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Leiden, ; Boston : , : Brill Sense, , [2018] |
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ISBN |
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Descrizione fisica |
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1 online resource (182 pages) |
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Disciplina |
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Soggetti |
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English language - Rhetoric - Study and teaching (Higher) - United States |
Poetry - Authorship - Study and teaching (Higher) - United States |
Electronic books. |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di contenuto |
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Front Matter -- Copyright page -- Contents -- Introduction / Frank Jacob and Shannon Kincaid -- Arts -- “Object Poetry” as a Source of Inspiration for Design Studies / Ravid Rovner -- Arts Integrated Learning through Poetry / Alison Cimino -- Biology -- Poetry in a Biology Classroom / Urszula Golebiewska -- English -- An Initiation into Academic Discourse with Poetry / Susan Lago -- Poetry and Student Learning / Angela Hooks -- “Thirsty Women and Fuckboys” / Kathleen Alves -- In Deference to Dreams Deferred / Alice Rosenblitt-Lacey -- History -- Expressive Content Writing / Frank Jacob -- Philosophy -- Pedagogy in Verse / Shannon Kincaid -- Empowering Poetic Defiance / Joshua M. Hall -- Sociology -- Contextualizing Math and Poetry in Community College Courses / Amy E Traver -- Back Matter -- Index. |
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Sommario/riassunto |
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The present volume is the result of a pilot study and a workshop at Queensborough Community College that tried to integrate and discussed poetry as a new method of writing intensive pedagogy across the curriculum. Educators from several different disciplines – Art and Design, Biology, English, History, Philosophy, and Sociology – describe such methods and their teaching experiences in the classroom and highlight, how poetry has been and could be used for fruitful teaching |
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and learning across the curriculum. The interdisciplinary pilot study and the discussions at the workshop, which are represented by the chapters in the present volume consequently emphasize the possibilities for the use of poetry at Community Colleges and U.S. undergraduate education in general. Contributors are: Kathleen Alves, Alison Cimino, Urszula Golebiewska, Joshua M. Hall, Angela Hooks, Frank Jacob, Shannon Kincaid, Susan Lago, Alice Rosenblitt-Lacey, Ravid Rovner, and Amy Traver. |
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2. |
Record Nr. |
UNINA9910480412303321 |
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Autore |
Zacarian Debbie |
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Titolo |
The essential guide for educating beginning English learners [[electronic resource] /] / Debbie Zacarian, Judie Haynes |
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Pubbl/distr/stampa |
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Thousand Oaks, Calif., : Corwin, c2012 |
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ISBN |
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1-4522-8412-1 |
1-4522-7999-3 |
1-4833-8775-5 |
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Descrizione fisica |
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1 online resource (153 p.) |
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Altri autori (Persone) |
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Disciplina |
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Soggetti |
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English language - Study and teaching - United States - Foreign speakers |
Electronic books. |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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FRONT COVER; THE ESSENTIAL GUIDE FOR EDUCATING BEGINNING ENGLISH LEARNERS ; CONTENTS ; ACKNOWLEDGMENTS; Publisher's Acknowledgments; ABOUT THE AUTHORS ; INTRODUCTION; Chapter 1: Seeing the Big Picture; Chapter 2: Taking a Closer Look; Chapter 3: Effective Programming for English Learners; Chapter 4: Selecting Models of Instruction; Chapter 5: Strengthening Family-School Engagement; Chapter 6: Teaching Beginners; Chapter 7: Working With English Learners Who Have Experienced Trauma; Chapter 8: Teaching English Learners With Limited or Interrupted Formal Education |
Chapter 9: Providing Effective Professional DevelopmentCHAPTER 1: |
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SEEING THE BIG PICTURE; How Are English Learners Doing in U.S. Schools?; Who Are Beginning English Learners?; Resources for Leaders and Teachers of Beginning Learners of English; Challenges Faced by Beginning English Learners and Their Families; What Is Being Done to Address the Needs of Beginning English Learners?; Using a Three-Phase Planning Approach for Beginning Learners of English; Summary; CHAPTER 2: TAKING A CLOSER LOOK; Influence of Literacy; Differences in Literacy and Educational Experiences |
Differences in Orientation to TimeThree Different Types of Students; Students Experiencing Trauma; How Poverty Affects Learning; Individualistic and Collectivist Cultures; Addressing the Complex Needs of English Learners; Summary; CHAPTER 3: EFFECTIVE PROGRAMMING FOR ENGLISH LEARNERS; Developing a Districtwide Effort; Reviewing the Enrollment Process; Identifying English Learners; Helping Parents Understand the Enrollment Process; Summary; CHAPTER 4: SELECTING MODELS OF INSTRUCTION; Programs That Promote Bilingualism and Biliteracy; Early Exit or Transitional Bilingual Programs |
Structured Immersion ModelsESL Instruction; ESL Pull-Out; Push-In or Collaborative ESL; Newcomers With Limited Prior Schooling; Summary; CHAPTER 5: STRENGTHENING FAMILY-SCHOOL ENGAGEMENT; Building Partnerships with Families of Beginning English Learners; Understanding Barriers; Establishing a Welcoming School Environment by Building Relationships; Addressing Differences; Building Connections With Learning; Supporting Advocacy and Sharing Power; Bilingual Parent Advisory Committees; Home Visits to Involve Parents of English Learners; Bilingual Parent Volunteer Programs; Summary |
CHAPTER 6: TEACHING BEGINNERSWhat Is Culture Shock?; Stages of Culture Shock; Stage 1-Honeymoon or Euphoric Stage; Stage 2-Rejection or Culture Shock Stage; Stage 3-Integration Stage; Stage 4-Assimilation or Adaptation Stage; Supporting English Learners in Content Area Classrooms; Bilingual Support in Content Area Classes; Bilingual Buddies for English Learners; Bilingual Parent Volunteers; Using Technology and the Internet; Materials and Resources for Beginning English Learners; Teaching Essential Basics; Eight Key Strategies for Teaching Content |
1. Provide Information That Beginning English Learners Can Understand |
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Sommario/riassunto |
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Beginning English learners are at risk of being lost in a system that does not know how to reach them. With more and more ELs entering U.S. schools every year, educators need to act quickly to create school- and classroom-based programmes that work. Veteran educators Debbie Zacarian and Judie Haynes provide templates and tools - along with vignettes illustrating real-world challenges - to help teachers and administrators. |
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3. |
Record Nr. |
UNINA9910783514203321 |
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Titolo |
Advances in digital government : technology, human factors, and policy / / edited by William J. McIver, Jr., Ahmed K. Elmagarmid |
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Pubbl/distr/stampa |
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Boston : , : Kluwer Academic Publishers, , 2002 |
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ISBN |
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9786610208159 |
0-306-47374-7 |
1-280-20815-5 |
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Descrizione fisica |
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1 online resource (xx, 329 pages) : illustrations |
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Collana |
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Kluwer international series on advances in database systems ; ; ADBS 26 |
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Altri autori (Persone) |
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McIverWilliam J. <1963-> |
ElmagarmidAhmed K |
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Disciplina |
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Soggetti |
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Public administration - Information resources management |
Electronic government information |
Internet in public administration |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Sommario/riassunto |
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The research and development projects within the technical dimension represent a wide range of governmental functions, including the provisioning of health and human services, management of energy information, multi-agency integration, and criminal justice applications. The technical issues dealt with in these projects include database and ontology integration, distributed architectures, scalability, and security and privacy. |
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