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1. |
Record Nr. |
UNINA9910797477803321 |
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Autore |
Ruckdeschel Susan |
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Titolo |
Peer coaching for adolescent writers / / Susan Ruckdeschel ; foreword by Diane E. DeFord |
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Pubbl/distr/stampa |
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Thousand Oaks, California : , : Corwin, a SAGE Company, , [2010] |
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©2010 |
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ISBN |
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1-4522-7360-X |
1-4522-1477-8 |
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Descrizione fisica |
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1 online resource (192 p.) |
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Disciplina |
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Soggetti |
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English language - Composition and exercises - Study and teaching (Middle school) |
English language - Composition and exercises - Study and teaching (Secondary) |
Peer teaching |
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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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""Cover""; ""Contents""; ""List of Figures""; ""Foreword""; ""Acknowledgments""; ""About the Author""; ""Introduction: Helping Adolescents Take Responsibility for Their Writing""; ""Part I - The Model""; ""Chapter 1 - Student Roles and Steps of Peer Coaching: What They Look Like in the Classroom""; ""Chapter 2 - Silent Peer Coaching and Peer Coaching as Questioning""; ""Chapter 3 - Scaffolding Responsibility to Adolescent Writers""; ""Chapter 4 - Facilitating and Assessing the Program""; ""Part II - The Model in Action""; ""Chapter 5 - Step One: Establishing Goals and Issues"" |
""Chapter 6 - Step Two: Summarizing, Reading, and Listening""""Chapter 7 - Step Three: Giving and Using Feedback""; ""Part III - 36 Reproducible Tools for Implementation and Assessment""; ""Chapter 1 - Goals List (Step One)""; ""Chapter 2 - Goals List for Peer Coachingas Questioning (Step One)""; ""Chapter 3 - Identifying an Issue Checklist (Step One)""; ""Chapter 4 - Identifying an Issue for Peer Coaching as Questioning (Step One)""; ""Chapter 5 - Feedback Type Checklist:A Think-Through for theWriter (Step One)""; ""Chapter 6 - Active Listening Checklist (Steps One and Two)"" |
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""Chapter 7 - Peer Feedback Checklist (Steps One, Two, and Three, Responder)""""Chapter 8 - Self-Feedback Checklist (Steps Two and Three, Writer)""; ""Chapter 9 - Editor�s Before Coaching Checklist""; ""Chapter 10 - Editor�s After and Between Coaching Checklist (Steps One, Two, and Three)""; ""Chapter 11 - Editor�s Final Checklist and Rubric (Steps One,Two, and Three)""; ""Chapter 12 - Writer Reflection Organizer (Step Three)""; ""Chapter 13 - Responder Reflection Organizer (Step Three)""; ""Chapter 14 - Writer Summary Organizer (Step Two)"" |
""Chapter 15 - Oral Reading Rubric(Step Two)""""Chapter 16 - Good Listening Rubric""; ""Chapter 17 - Manager�s Checklist""; ""Chapter 18 - Teacher Anecdotal Notes Record for Writers (Steps One, Two, and Three)""; ""Chapter 19 - Teacher Anecdotal Notes Record for Responders (Steps One, Two, and Three)""; ""Chapter 20 - Teacher Anecdotal Notes Record for Editors (Steps One, Two, and Three)""; ""Chapter 21 - Teacher Anecdotal Notes Record for Managers (Steps One, Two, and Three)""; ""Chapter 22 - Peer Role Evaluation Rubric for Writer"" |
""Chapter 23 - Peer Role Evaluation Rubric for Responder""""Chapter 24 - Peer Role Evaluation Rubric for Editor""; ""Chapter 25 - Peer Role Evaluation Rubric for Manager""; ""Chapter 26 - Teacher Role Evaluation Rubric for Writer""; ""Chapter 27 - Teacher Role Evaluation Rubric for Responder""; ""Chapter 28 - Teacher Role Evaluation Rubric for Editor""; ""Chapter 29 - Teacher Role Evaluation Rubric for Manager""; ""Chapter 30 - Role Descriptor Cards""; ""Chapter 31 - Steps and Guidelines for Writer""; ""Chapter 32 - Steps and Guidelines for Responder"" |
""Chapter 33 - Feedback Choices for Writer"" |
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Sommario/riassunto |
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Aligned with state and IRA/NCTE standards, this book offers clear steps and reproducible forms for using student-to-student interactions to help adolescents become more proficient writers. |
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2. |
Record Nr. |
UNINA9911007351603321 |
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Titolo |
Music as Cultural Text : Performance Traditions in West Africa and its Diasporas / / edited by Babacar M'Baye, Fallou Ngom, Khadimou Rassoul Thiam, Alioune Willane |
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Pubbl/distr/stampa |
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Cham : , : Springer Nature Switzerland : , : Imprint : Palgrave Macmillan, , 2025 |
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ISBN |
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Edizione |
[1st ed. 2025.] |
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Descrizione fisica |
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1 online resource (XIII, 315 p. 9 illus.) |
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Disciplina |
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Soggetti |
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Popular music |
Ethnology - Africa |
Culture |
African languages |
Popular Music |
African Culture |
African Languages |
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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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1. Introduction: Black Music in Contexts: Africa and the New Black Diasporas -- PART I: The Healing, Spiritual, Social, and Cultural Functions of African Music. 2. Between the Sacred and the Profane: Popular Music and the Dissemination and Policing of Islamic Knowledge in Senegal -- 3. Religious Songs and Nation-building in Postcolonial Ghana -- 4. Proverbs as Verbal Art Forms in Ghanaian Hiplife Songs -- PART II: Gender, Power, and Politics in African Music -- 5. Gendered Concerns: Subversion of Patriarchal Order and Women's Empowerment in Ngoyaan Songs -- 6. Playing with Class: Honor, Griotisme, and Professional Artists in the Tuareg Music Economy -- 7. The Past’s Haunting of the Present: Musical Memorializations of Patrice Lumumba and Thomas Sankara in West African Popular Culture -- PART III: Cosmopolitan and Transnational Features of African Music -- 8. In Search of Mahalia Jackson and Aminata Fall: A Comparative Study of Senegalese and African American Blues -- 9. From Zouk Lovers and |
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Cabo Lovers to Mais Kizomba: Youth, Music, and Change in Urban Dakar, Senegal -- 10. Balafon Without Borders: The Case of Adamou Daou -- 11. “I am Only an African!”: The Image of West Africa in the Music of Afro-French Hip-Hop Collective Sexion d’Assaut. |
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Sommario/riassunto |
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African music’s most distinctive feature is the urbatextuality that transpires through its diversity and plural functions and the specific geographical, cultural, religious, linguistic, political, economic, and social contexts from which it evolves. This music and its circum-Atlantic offspring are characterized by wisdom, subtlety, resilience, and creativity. They are cultural texts marked by an openness to other customs and societies since they maintain authenticity that does not foreclose hybridity, cosmopolitanism, and other global human sensibilities. These elements have made West African music a transnational commodity and a source of inspiration and survival both on the continent and in the black diaspora. Such patterns characterize Pan-African musical traditions that thrive in several spaces where both plurality and authenticity are welcome. These characteristics are apparent in rich, complex, and vibrant musical cultures such as rap in Senegal, France, and Burkina Faso, Malian traditional music in Canada and France, hip-life and hip-hop in Ghana, Christian songs in Ghana and Nigeria, and ngoyaan, Cape Verdean cabo, and zouk in Senegal. African music’s distinctive features are also noticeable in Niger’s guitar-playing traditions and Tuareg oral poetry as well as in Senegambian blues that influenced their African American offspring whose imprints they bear. By exploring all these elements, the chapters in this book pay homage to the heterogeneity, memories, hope, pain, and humanity in the music of Africa and the black diaspora. Babacar M’Baye is Professor of English at Kent State University, USA. Fallou Ngom is Professor of Anthropology at Boston University, USA. Khadimou Rassoul Thiam is Associate Professor of Comparative Literature at Université Gaston Berger, Senegal. Alioune Willane is Associate Professor of Comparative Literature at Université Gaston Berger, Senegal. |
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