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[null,"1.","Record Nr.",null,"UNINA9910461466303321"]
[null,null,"Title",null,"Applied Linguistics and Primary School Teaching / / edited by Sue Ellis and Elspeth McCartney [[electronic resource]]"]
[null,null,"Publication",null,"Cambridge : , : Cambridge University Press, , 2011"]
[null,null,"ISBN",null,"1-139-06323-5"]
[{"$nulls":4},"1-107-21424-6"]
[{"$nulls":4},"1-283-11242-6"]
[{"$nulls":4},"9786613112422"]
[{"$nulls":4},"1-139-07551-9"]
[{"$nulls":4},"1-139-06975-6"]
[{"$nulls":4},"1-139-07777-5"]
[{"$nulls":4},"1-139-08006-7"]
[{"$nulls":4},"0-511-92160-8"]
[{"$nulls":4},"1-139-08233-7"]
[null,null,"Physical description",null,"1 online resource (xxi, 332 pages) : digital, PDF file(s)"]
[null,null,"Dewey",null,"372.6"]
[null,null,"Subjects",null,"Language arts (Elementary) - Curricula"]
[{"$nulls":4},"English language - Study and teaching (Elementary) - Foreign speakers"]
[{"$nulls":4},"Applied linguistics"]
[null,null,"Language",null,"English"]
[null,null,"Format",null,"Language material"]
[null,null,null,"Bibliographic level","Monograph"]
[null,null,null,"General notes","Title from publisher's bibliographic system (viewed on 05 Oct 2015)."]
[null,null,null,"Bibliography note","Includes bibliographical references and index."]
[null,null,"Formatted content note",null,"Introduction / Sue Ellis and Elspeth McCartney -- Part I. Policy and diversity in the twenty-first-century primary school -- Introduction to Part I / Sue Ellis and Elspeth McCartney -- 1. The control of language or the language of control? Primary teachers' knowledge in the context of policy / Dominic Wyse -- 2. Working with children who speak English as an additional language : an Australian perspective on what primary teachers need to know / Jennifer Hammond -- 3. Preparing for diversity : the alternatives to 'linguistic coursework' for student teachers in the USA / Deborah A. Horan and Afra Ahmed Hersi -- 4. Supporting children with speech, language and communication needs / Maggie Vance -- 5. Foreign language teaching in the primary school : meeting the demands / Dan Tierney -- Part II. The range and focus of applied linguistics research -- Introduction to Part II / Sue Ellis and Elspeth McCartney -- 6. Grammar for designers : how grammar "]
[{"$nulls":4},"supports the development of writing / Debra Myhill -- 7. The use of corpus-based approaches in children's knowledge about language / Alison Sealey -- 8. Words and pictures : towards a linguistic understanding of picture books and reading pedagogy Vivienne Smith -- 9. From storytellers to narrators : how can the history of reading help with understanding reading comprehension? / Elspeth Jajdelska -- 10. Talk about text : the discursive construction of what it means to be a reader / Gemma Moss -- 11. Why we need to know about more than phonics to teach English literacy / Terezinha Nunes and Peter Bryant -- 12. Understanding children's reading comprehension difficulties / Jessie Ricketts, Joanne Cocksey and Kate Nation -- 13. Classroom discourse : the promise and complexity of dialogic practice / Adam Lefstein and Julia Snell -- 14. Pedagogy and bilingual pupils in primary schools : certainties from applied linguistics / Angela Creese -- Part III. Empowering teachers and teachers' use of knowledge -- Introduction to Part III / Sue Ellis and Elspeth McCartney -- 15. Building knowledge about language into a primary teacher education course / Henrietta Dombey and Jane Briggs -- 16. Using the International Phonetic Alphabet to support accurate phonics teaching / Greg Brooks -- 17. Developing word-level literacy skills in children and without typical communication skills / Kenn Apel, Elizabeth B. Wilson-Fowler and Julie J. Masterson -- 18. The development of the Speech, Language and Communication Framework (SLCF) / Mary Hartshorne -- 19. How to empower teachers working with children with language impairments : why a 'just-in-time' model might work / Sue Ellis and Elspeth McCartney -- 20. Communication impairment in a multilingual context / Carolyn Letts -- 21. Teacher education and applied linguistics : what needs to be understood about what, how and where beginning teachers learn / Viv Ellis and Jane Briggs."]
[null,null,null,"Summary, etc","Modern primary teachers must adapt literacy programmes and ensure efficient learning for all. They must also support children with language and literacy difficulties, children learning English as an additional language and possibly teach a modern foreign language. To do this effectively, they need to understand the applied linguistics research that underpins so many different areas of the language and literacy curriculum. This book illustrates the impact of applied linguistics on curriculum frameworks and pedagogy. It captures the range of applied linguistics knowledge that teachers need, and illustrates how this is framed and is used by policy makers, researchers, teacher educators and the other professions who work with teachers in schools. It considers how to effect professional development that works. It is essential reading for primary teachers but also for speech and language therapists, educational psychologists, learning support teachers and all those doing language or literacy research in the primary classroom."]
[null,"2.","Record Nr.",null,"UNISA996354431203316"]
[null,null,"Author",null,"Bergmüller Claudia"]
[null,null,"Title",null,"Wirkungsorientierung in der entwicklungspolitischen Inlandsarbeit [[electronic resource]] / Claudia Bergmüller, Bernward Causemann, Susanne Höck, Jean-Marie Krier, Eva Quiring"]
[null,null,"Publication",null,"Münster, : Waxmann, 2019"]
[null,null,"ISBN",null,"3-8309-8923-7"]
[null,null,"Designation of edition ",null,"[1st, New ed.]"]
[null,null,"Physical description",null,"1 online resource (316 p.)"]
[null,null,"Series statement",null,"Erziehungswissenschaft und Weltgesellschaft ; 12"]
[null,null,"Subjects",null,"Evaluation"]
[{"$nulls":4},"Entwicklungspolitik"]
[{"$nulls":4},"Bildung für Nachhaltige Entwicklung"]
[{"$nulls":4},"BNE"]
[{"$nulls":4},"Medien- und Umweltpädagogik"]
[{"$nulls":4},"Empirische Bildungsforschung"]
[{"$nulls":4},"Germany Economic policy"]
[null,null,"Language",null,"German"]
[null,null,"Format",null,"Language material"]
[null,null,null,"Bibliographic level","Monograph"]
[null,null,null,"Summary, etc","Die Forderung nach einer stärkeren Wirkungsorientierung hat seit einigen Jahren auch die entwicklungspolitische Inlandsarbeit erfasst. Die Umsetzung dieser Forderung ist nicht trivial, denn hier stehen Bildungs- und Bewusstwerdungsprozesse im Vordergrund, die von vielen Einflüssen abhängig sind und sich somit klassischen kausalprüfenden Evaluationsdesigns entziehen. Schon seit längerem wird daher diskutiert, was in der entwicklungspolitischen Inlandsarbeit unter Wirkung verstanden werden kann, und wie sich diese Wirkungen feststellen lassen. Beide Fragen werden im Rahmen des in diesem Band vorzustellenden Ressortforschungsvorhabens \"Wirkungen und Methoden der Wirkungsbeobachtung in der entwicklungspolitischen Inlandsarbeit\" bearbeitet, das durch das Bundesministerium für wirtschaftliche Zusammenarbeit und Entwicklung finanziert wurde. Diese Publikation zeigt vor dem Hintergrund der empirischen Erkenntnisse des Forschungsvorhabens auf, welche Wirkungen in der Planung entwicklungspolitischer Inlandsvorhaben anvisiert werden können, welche Rahmenbedingungen ihre Wirksamkeit beeinflussen "]
[{"$nulls":4},"können und welche Designs und Instrumente für die Erfassung von Wirkungen in diesem Feld geeignet sind."]
[{"$nulls":4},"Die Relevanz der Studie beschränkt sich [...] nicht nur auf die entwicklungspolitische Inlandsarbeit, sondern auch auf andere Bereiche, in denen Lernprozesse und Wirkungsbeobachtung eine Rolle spielen, wie z.B. in Bereichen der Entwicklungszusammenarbeit, in der Umweltbildung oder in der politischen Bildung. - Susanne von Jan, in: Zeitschrift für Evaluation 1/2020, S. 175f."]