LEADER 04015oam 22006494c 450 001 9910454146103321 005 20200115203623.0 010 $a1-4742-1207-7 010 $a1-4411-7564-4 010 $a1-282-30952-8 010 $a9786612309526 010 $a1-4411-5839-1 024 7 $a10.5040/9781474212076 035 $a(CKB)1000000000754674 035 $a(EBL)436291 035 $a(OCoLC)457755280 035 $a(MiAaPQ)EBC436291 035 $a(MiAaPQ)EBC5704265 035 $a(Au-PeEL)EBL5704265 035 $a(OCoLC)1103218347 035 $a(OCoLC)1138652513 035 $a(UtOrBLW)bpp09257594 035 $a(EXLCZ)991000000000754674 100 $a20011010d2003 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aMetaphor in educational discourse $fLynne Cameron 210 1$aLondon $aNew York $cContinuum $d2003. 215 $a1 online resource (305 p.) 225 1 $aAdvances in applied linguistics 300 $aDescription based upon print version of record. 311 $a0-8264-4939-5 311 $a0-8264-4940-9 320 $aIncludes bibliographical references (pages 278-289) and index 327 $aContents; Foreword; Acknowledgements; 1 An applied linguistic approach to metaphor in discourse; 2 Talking, thinking and learning: theoretical background; 3 Researching metaphor in classroom discourse; 4 The linguistic form of metaphor in classroom discourse; 5 Deliberate and conventionalized metaphor in classroom discourse; 6 Metaphor in classroom activity; 7 Researching metaphor interpretation; 8 Metaphors in text 1: 'The Ozone Layer'; 9 Metaphors in text 2: 'The Heart'; 10 Systematicity, metaphor and metonymy; 11 Metaphor in educational discourse: review and discussion 327 $aAppendix 1 Linguistic metaphors and grammatical analysis in the geology lessonAppendix 2 Linguistic metaphors and teaching sequences in the geology lesson; References; Index 330 8 $a 'Metaphor in Educational Discourse is a superb piece of applied linguistics research that integrates Vygotsky's theory of concepts with current work on metaphor into a coherent framework for investigating how teachers and learners negotiate figurative language in order to promote development in the classroom setting. In what is likely to become the standard for future studies in this area, Lynne Cameron meticulously demonstrates the central role of linguistic metaphors in classroom learning - designed to lead learners to a deeper understanding of complex mathematical and scientific concepts.' James P. Lantolf, Professor of Applied Linguistics, The Pennsylvania State University. This book reports research into metaphor in use with school students. The setting for the research is a UK school and the participants are around ten years old, with their first language well established but still developing concepts and understandings. Close examination of a corpus of classroom spoken discourse reveals how metaphor is employed by their teachers, not just in explaining ideas, but, in managing and mediating the activity of the classroom and the learning of the students. Particular issues discussed include: the problems of identifying metaphors in spoken discourse, the conventionalism of metaphors in the discourse of socio-cultural groups, and how a socio-cultural approach can account for systematicity in metaphor use. 410 0$aAdvances in applied linguistics. 606 $aMetaphor 606 $2linguistics 606 $aLanguage and education 606 $aDiscourse analysis 615 0$aMetaphor. 615 0$aLanguage and education. 615 0$aDiscourse analysis. 676 $a808/.001/4 700 $aCameron$b Lynne$0254514 801 0$bUtOrBLW 801 1$bUtOrBLW 801 2$bUkLoBP 906 $aBOOK 912 $a9910454146103321 996 $aMetaphor in educational discourse$91943637 997 $aUNINA LEADER 03018nam 2200613Ia 450 001 9910791865503321 005 20230725020046.0 010 $a0-8261-0723-0 035 $a(CKB)2560000000058853 035 $a(EBL)655793 035 $a(OCoLC)703138012 035 $a(SSID)ssj0000468220 035 $a(PQKBManifestationID)12140886 035 $a(PQKBTitleCode)TC0000468220 035 $a(PQKBWorkID)10498142 035 $a(PQKB)11766021 035 $a(MiAaPQ)EBC655793 035 $a(Au-PeEL)EBL655793 035 $a(CaPaEBR)ebr10447302 035 $a(CaONFJC)MIL831351 035 $a(OCoLC)703152960 035 $a(EXLCZ)992560000000058853 100 $a20101004d2011 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aCurriculum development and evaluation in nursing$b[electronic resource] /$f[edited by] Sarah B. Keating 205 $a2nd ed. 210 $aNew York $cSpringer$dc2011 215 $a1 online resource (410 p.) 300 $aDescription based upon print version of record. 311 $a0-8261-0722-2 320 $aIncludes bibliographical references and index. 327 $aCurriculum Development and Evaluation in Nursing; About the Author; Title Page; Copyright; Dedication; Table of Contents; Contributors; Preface; Acknowledgments; Section I: Introduction to the History of Curriculum Development and Curriculum Approval Processes; Section II: Learning Theories, Education Taxonomies, and Critical Thinking; Section III: Needs Assessment in Curriculum Development; Section IV: Curriculum Development Applied to Nursing Education and the Practice Setting; Section V: Program Evaluation and Accreditation 327 $aSection VI: Issues and Trends in Curriculum Development and EvaluationAppendix: Glossary; Index 330 $aThe second edition of the current leading nursing text in curriculum development and evaluation continues to serve nurse educators in academic settings as well as in the practice arena. It is a practical guide for developing, revising, and evaluating nursing curricula and educational programs, complete with case studies and details on conducting a needs assessment to determine the extent of revision necessary within current curricula. . This text focuses on evidence-based practice, safety and quality assurance concepts, and the role of creative and critical-thinking aspects. It highlights NLN 606 $aNursing$xStudy and teaching 606 $aCurriculum planning 606 $aCurriculum evaluation 615 0$aNursing$xStudy and teaching. 615 0$aCurriculum planning. 615 0$aCurriculum evaluation. 676 $a610.73071/1 700 $aKeating$b Sarah B$0901333 701 $aKeating$b Sarah B$0901333 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910791865503321 996 $aCurriculum development and evaluation in nursing$93717897 997 $aUNINA