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Differently literate : boys, girls, and the schooling of literacy / / Elaine Millard
| Differently literate : boys, girls, and the schooling of literacy / / Elaine Millard |
| Autore | Millard Elaine |
| Pubbl/distr/stampa | London ; ; Washington, D.C. : , : Falmer Press, , 1997 |
| Descrizione fisica | 1 online resource (224 p.) |
| Disciplina | 372.6/0941 |
| Soggetto topico |
Language arts - Great Britain
Reading - Great Britain English language - Composition and exercises - Study and teaching - Great Britain Literacy - Great Britain Sex differences in education - Great Britain |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-135-71388-X
1-280-40614-3 0-203-16315-X 0-203-48637-4 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Book Cover; Title; Contents; List of Tables; Acknowledgments; Introduction; Considering Gender and Literacy Research; The Influence of Gender on Schooling; The Teaching of Reading and Writing in School and Its Legacy; The Research Evidence; Pupils' Choice of Narrative Pleasures; How Do They Read?; Reading Beyond the Pleasure Principle; Reading into Writing; Analysis and Recommendations; Making Connections from Theory to Practice; From Research to Practice: A Concluding Summarywith Suggestions for the Organization of Work in the Classroom
Examples of Unstructured Stories of Reading Transcribed from Children's Work Collected in the Pilot StudyExamples of Story Openings Collected in the Second Phase of the Study and Analysed in Chapter 6; Titles of Books Recorded in the Questionnaires as Well Liked; References; Index |
| Record Nr. | UNINA-9910450062403321 |
Millard Elaine
|
||
| London ; ; Washington, D.C. : , : Falmer Press, , 1997 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Differently literate : boys, girls, and the schooling of literacy / / Elaine Millard
| Differently literate : boys, girls, and the schooling of literacy / / Elaine Millard |
| Autore | Millard Elaine |
| Pubbl/distr/stampa | London ; ; Washington, D.C. : , : Falmer Press, , 1997 |
| Descrizione fisica | 1 online resource (224 p.) |
| Disciplina | 372.6/0941 |
| Soggetto topico |
Language arts - Great Britain
Reading - Great Britain English language - Composition and exercises - Study and teaching - Great Britain Literacy - Great Britain Sex differences in education - Great Britain |
| ISBN |
1-135-71387-1
1-135-71388-X 1-280-40614-3 0-203-16315-X 0-203-48637-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Book Cover; Title; Contents; List of Tables; Acknowledgments; Introduction; Considering Gender and Literacy Research; The Influence of Gender on Schooling; The Teaching of Reading and Writing in School and Its Legacy; The Research Evidence; Pupils' Choice of Narrative Pleasures; How Do They Read?; Reading Beyond the Pleasure Principle; Reading into Writing; Analysis and Recommendations; Making Connections from Theory to Practice; From Research to Practice: A Concluding Summarywith Suggestions for the Organization of Work in the Classroom
Examples of Unstructured Stories of Reading Transcribed from Children's Work Collected in the Pilot StudyExamples of Story Openings Collected in the Second Phase of the Study and Analysed in Chapter 6; Titles of Books Recorded in the Questionnaires as Well Liked; References; Index |
| Record Nr. | UNINA-9910783625703321 |
|
Millard Elaine
|
||
| London ; ; Washington, D.C. : , : Falmer Press, , 1997 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Differently literate : boys, girls, and the schooling of literacy / / Elaine Millard
| Differently literate : boys, girls, and the schooling of literacy / / Elaine Millard |
| Autore | Millard Elaine |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | London ; ; Washington, D.C. : , : Falmer Press, , 1997 |
| Descrizione fisica | 1 online resource (224 p.) |
| Disciplina | 372.6/0941 |
| Soggetto topico |
Language arts - Great Britain
Reading - Great Britain English language - Composition and exercises - Study and teaching - Great Britain Literacy - Great Britain Sex differences in education - Great Britain |
| ISBN |
1-135-71387-1
1-135-71388-X 1-280-40614-3 0-203-16315-X 0-203-48637-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Book Cover; Title; Contents; List of Tables; Acknowledgments; Introduction; Considering Gender and Literacy Research; The Influence of Gender on Schooling; The Teaching of Reading and Writing in School and Its Legacy; The Research Evidence; Pupils' Choice of Narrative Pleasures; How Do They Read?; Reading Beyond the Pleasure Principle; Reading into Writing; Analysis and Recommendations; Making Connections from Theory to Practice; From Research to Practice: A Concluding Summarywith Suggestions for the Organization of Work in the Classroom
Examples of Unstructured Stories of Reading Transcribed from Children's Work Collected in the Pilot StudyExamples of Story Openings Collected in the Second Phase of the Study and Analysed in Chapter 6; Titles of Books Recorded in the Questionnaires as Well Liked; References; Index |
| Record Nr. | UNINA-9910822372703321 |
|
Millard Elaine
|
||
| London ; ; Washington, D.C. : , : Falmer Press, , 1997 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Don't Call it Literacy! [[electronic resource] ] : What every teacher needs to know about speaking, listening, reading and writing
| Don't Call it Literacy! [[electronic resource] ] : What every teacher needs to know about speaking, listening, reading and writing |
| Autore | Barton Geoff |
| Pubbl/distr/stampa | Hoboken, : Taylor and Francis, 2012 |
| Descrizione fisica | 1 online resource (201 p.) |
| Disciplina |
302.2/2440941
302.22440941 |
| Soggetto topico |
Language arts - Great Britain
Language arts -- Great Britain Language arts Literacy - Great Britain Literacy -- Great Britain Literacy Education Social Sciences Education, Special Topics |
| Soggetto genere / forma | Electronic books. |
| ISBN |
0-203-11200-8
1-283-89395-9 1-136-28073-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Front Cover; Don't Call it Literacy!; Copyright Page; Contents; Introduction: why literacy matters; Part one: literacy essentials; What we know about literacy in the UK; How much does a teacher of any subject need to know about literacy?; How to be effective as a literacy coordinator; How a consistent whole-school approach to literacy can help pupils to learn better; What Ofsted expects to see as evidence of whole-school literacy; Part two: speaking and listening; Essential knowledge at a glance; What research tells us about classroom talk; Exploring different types of talk
How to organise group talkWhy group work matters; Why body language matters so much in teaching; How to enter the classroom; How to use the classroom space; How to avoid letting no-go zones develop in your classroom; Where and how to stand in class; How other aspects of body language can help to improve your communication; How to talk less; How to use language to manage transitions within lessons; How to explain things more clearly; How to make explanations more powerful; How to ask better questions; Part three: reading; What research tells us about reading How to evaluate the types of reading demands made in your subjectHow to build a reading culture; How to develop pupils' range of reading strategies; Reflecting on your own reading skills; How we skim texts; How we scan texts; How to encourage pupils to read texts actively; How to develop pupils' analytical skills in reading; How to help pupils to spell more accurately; How to help pupils to revise; How to help pupils to develop independent study skills; How to promote independent research; How do we promote 'reading for pleasure'?; Part four: writing; What research tells us about writing Five things every teacher ought to know about writingHow to write: seven hints; How to improve the accuracy of your own writing; Evaluating the main writing ingredients needed for your subject; How to teach pupils to write; Helping pupils to write better; How to write a recount; How to write analytically; How to write discursively; How to write to evaluate; Writing to explain; Writing to inform; Writing instructions; Writing to persuade; Writing to report; Appendices: Glossary of grammatical terms; Subject-by-subject spelling lists; Week-by-week spellings; Reading list; Afterword; Index |
| Record Nr. | UNINA-9910452512403321 |
|
Barton Geoff
|
||
| Hoboken, : Taylor and Francis, 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Don't Call it Literacy! [[electronic resource] ] : What every teacher needs to know about speaking, listening, reading and writing
| Don't Call it Literacy! [[electronic resource] ] : What every teacher needs to know about speaking, listening, reading and writing |
| Autore | Barton Geoff |
| Pubbl/distr/stampa | Hoboken, : Taylor and Francis, 2012 |
| Descrizione fisica | 1 online resource (201 p.) |
| Disciplina |
302.2/2440941
302.22440941 |
| Soggetto topico |
Language arts - Great Britain
Language arts -- Great Britain Language arts Literacy - Great Britain Literacy -- Great Britain Literacy Education Social Sciences Education, Special Topics |
| ISBN |
0-203-11200-8
1-283-89395-9 1-136-28073-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Front Cover; Don't Call it Literacy!; Copyright Page; Contents; Introduction: why literacy matters; Part one: literacy essentials; What we know about literacy in the UK; How much does a teacher of any subject need to know about literacy?; How to be effective as a literacy coordinator; How a consistent whole-school approach to literacy can help pupils to learn better; What Ofsted expects to see as evidence of whole-school literacy; Part two: speaking and listening; Essential knowledge at a glance; What research tells us about classroom talk; Exploring different types of talk
How to organise group talkWhy group work matters; Why body language matters so much in teaching; How to enter the classroom; How to use the classroom space; How to avoid letting no-go zones develop in your classroom; Where and how to stand in class; How other aspects of body language can help to improve your communication; How to talk less; How to use language to manage transitions within lessons; How to explain things more clearly; How to make explanations more powerful; How to ask better questions; Part three: reading; What research tells us about reading How to evaluate the types of reading demands made in your subjectHow to build a reading culture; How to develop pupils' range of reading strategies; Reflecting on your own reading skills; How we skim texts; How we scan texts; How to encourage pupils to read texts actively; How to develop pupils' analytical skills in reading; How to help pupils to spell more accurately; How to help pupils to revise; How to help pupils to develop independent study skills; How to promote independent research; How do we promote 'reading for pleasure'?; Part four: writing; What research tells us about writing Five things every teacher ought to know about writingHow to write: seven hints; How to improve the accuracy of your own writing; Evaluating the main writing ingredients needed for your subject; How to teach pupils to write; Helping pupils to write better; How to write a recount; How to write analytically; How to write discursively; How to write to evaluate; Writing to explain; Writing to inform; Writing instructions; Writing to persuade; Writing to report; Appendices: Glossary of grammatical terms; Subject-by-subject spelling lists; Week-by-week spellings; Reading list; Afterword; Index |
| Record Nr. | UNINA-9910779446403321 |
|
Barton Geoff
|
||
| Hoboken, : Taylor and Francis, 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Don't Call it Literacy! [[electronic resource] ] : What every teacher needs to know about speaking, listening, reading and writing
| Don't Call it Literacy! [[electronic resource] ] : What every teacher needs to know about speaking, listening, reading and writing |
| Autore | Barton Geoff |
| Pubbl/distr/stampa | Hoboken, : Taylor and Francis, 2012 |
| Descrizione fisica | 1 online resource (201 p.) |
| Disciplina |
302.2/2440941
302.22440941 |
| Soggetto topico |
Language arts - Great Britain
Language arts -- Great Britain Language arts Literacy - Great Britain Literacy -- Great Britain Literacy Education Social Sciences Education, Special Topics |
| ISBN |
0-203-11200-8
1-283-89395-9 1-136-28073-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Front Cover; Don't Call it Literacy!; Copyright Page; Contents; Introduction: why literacy matters; Part one: literacy essentials; What we know about literacy in the UK; How much does a teacher of any subject need to know about literacy?; How to be effective as a literacy coordinator; How a consistent whole-school approach to literacy can help pupils to learn better; What Ofsted expects to see as evidence of whole-school literacy; Part two: speaking and listening; Essential knowledge at a glance; What research tells us about classroom talk; Exploring different types of talk
How to organise group talkWhy group work matters; Why body language matters so much in teaching; How to enter the classroom; How to use the classroom space; How to avoid letting no-go zones develop in your classroom; Where and how to stand in class; How other aspects of body language can help to improve your communication; How to talk less; How to use language to manage transitions within lessons; How to explain things more clearly; How to make explanations more powerful; How to ask better questions; Part three: reading; What research tells us about reading How to evaluate the types of reading demands made in your subjectHow to build a reading culture; How to develop pupils' range of reading strategies; Reflecting on your own reading skills; How we skim texts; How we scan texts; How to encourage pupils to read texts actively; How to develop pupils' analytical skills in reading; How to help pupils to spell more accurately; How to help pupils to revise; How to help pupils to develop independent study skills; How to promote independent research; How do we promote 'reading for pleasure'?; Part four: writing; What research tells us about writing Five things every teacher ought to know about writingHow to write: seven hints; How to improve the accuracy of your own writing; Evaluating the main writing ingredients needed for your subject; How to teach pupils to write; Helping pupils to write better; How to write a recount; How to write analytically; How to write discursively; How to write to evaluate; Writing to explain; Writing to inform; Writing instructions; Writing to persuade; Writing to report; Appendices: Glossary of grammatical terms; Subject-by-subject spelling lists; Week-by-week spellings; Reading list; Afterword; Index |
| Record Nr. | UNINA-9910809807403321 |
|
Barton Geoff
|
||
| Hoboken, : Taylor and Francis, 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Improving literacy at KS2 and KS3 [[electronic resource] /] / edited by Andrew Goodwyn
| Improving literacy at KS2 and KS3 [[electronic resource] /] / edited by Andrew Goodwyn |
| Pubbl/distr/stampa | London, : Paul Chapman, 2002 |
| Descrizione fisica | 1 online resource (214 p.) |
| Disciplina | 372.60941 |
| Altri autori (Persone) | GoodwynAndrew <1954-> |
| Soggetto topico |
Language arts - Great Britain
English language - Study and teaching - Great Britain Literacy - Great Britain |
| ISBN |
1-4462-3009-0
1-4462-1625-X 1-280-36893-4 9786610368938 1-4129-3218-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Cover; Contents; Introduction; Chapter 1 - Literacy in transition; Chapter 2 - Secondary schools and the National Literacy Strategy; Chapter 3 - Subject literacies; Chapter 4 - Literacy at Key Stage 3; Chapter 5 - Evidence from experienced practitioners; Chapter 6 - Classroom literacy and everyday life; Chapter 7 - Literacy and Drama; Chapter 8 - Literacy and Modern Foreign Languages; Chapter 9 - Literacy and subject knowledge; Index |
| Record Nr. | UNINA-9910783237703321 |
| London, : Paul Chapman, 2002 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Improving literacy at KS2 and KS3 [[electronic resource] /] / edited by Andrew Goodwyn
| Improving literacy at KS2 and KS3 [[electronic resource] /] / edited by Andrew Goodwyn |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | London, : Paul Chapman, 2002 |
| Descrizione fisica | 1 online resource (214 p.) |
| Disciplina | 372.60941 |
| Altri autori (Persone) | GoodwynAndrew <1954-> |
| Soggetto topico |
Language arts - Great Britain
English language - Study and teaching - Great Britain Literacy - Great Britain |
| ISBN |
1-4462-3009-0
1-4462-1625-X 1-280-36893-4 9786610368938 1-4129-3218-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Cover; Contents; Introduction; Chapter 1 - Literacy in transition; Chapter 2 - Secondary schools and the National Literacy Strategy; Chapter 3 - Subject literacies; Chapter 4 - Literacy at Key Stage 3; Chapter 5 - Evidence from experienced practitioners; Chapter 6 - Classroom literacy and everyday life; Chapter 7 - Literacy and Drama; Chapter 8 - Literacy and Modern Foreign Languages; Chapter 9 - Literacy and subject knowledge; Index |
| Record Nr. | UNINA-9910817487003321 |
| London, : Paul Chapman, 2002 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Language, schools and classrooms / / Michael Stubbs
| Language, schools and classrooms / / Michael Stubbs |
| Autore | Stubbs Michael <1947-, > |
| Edizione | [Second edition.] |
| Pubbl/distr/stampa | Abingdon, Oxon : , : Routledge, , 2012 |
| Descrizione fisica | 1 online resource (169 p.) |
| Disciplina |
372.6
372.60941 |
| Collana | Routledge library editions. Education |
| Soggetto topico |
Language arts - Great Britain
Children - Great Britain - Language Sociolinguistics |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-280-68602-2
9786613662965 1-136-46993-1 0-203-12856-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
LANGUAGE, SCHOOLS AND CLASSROOMS; Copyright; Language, schools and classrooms; Copyright; Contents; Editor's introduction; Foreword to the second edition; 1 Why is language important in education?; The language of education?; Language, learning and classrooms; Teacher training and language study; 2 Some basic sociolinguistic concepts; Language and attitudes to language; The primitive language myth; Standard and nonstandard English; Language structure and language use; The implication of such distinctions; 3 Bernstein's theory of restricted and elaborated codes; The work of Basil Bernstein
Bernstein's early workBernstein's later work (1973); Do the codes exist?; Some possible confusions; Conclusions; 4 Labov and the myth of linguistic deprivation; Languages, logic, explicitness and grammar; Nonstandard languages as media of education; The myth of linguistic deprivation; Labov and Bernstein; West Indian children in British schools; A pseudo-problem?; 5 The need for studies of classroom language; Reasons for studying classroom languag; Our ignorance of classroom langua; The rationale for naturalistic studies; Teachers as researchers; 6 Studies of classroom language Commentaries on classroom dialogueThe structure of classroom dialogue; The classroom as a sociolinguistic setting; Studying social processes in classrooms; 7 Teaching and talking: the hidden curriculum of classroom talk; The hidden curriculum; The framing of educational knowledge; Discourse structure and assumptions about teachin; The social construction of children's ability; Teaching as talking: some cross-cultural data; 8 Towards a sociolinguistic analysis of language in education; Language as evidence for educational statemen; Language is organized Criteria for studies of language in education9 Some topics for investigation; Further reading; References and name index; Subject index |
| Record Nr. | UNINA-9910462353503321 |
|
Stubbs Michael <1947-, >
|
||
| Abingdon, Oxon : , : Routledge, , 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Language, schools and classrooms / / Michael Stubbs
| Language, schools and classrooms / / Michael Stubbs |
| Autore | Stubbs Michael <1947-, > |
| Edizione | [Second edition.] |
| Pubbl/distr/stampa | Abingdon, Oxon : , : Routledge, , 2012 |
| Descrizione fisica | 1 online resource (169 p.) |
| Disciplina |
372.6
372.60941 |
| Collana | Routledge library editions. Education |
| Soggetto topico |
Language arts - Great Britain
Children - Great Britain - Language Sociolinguistics |
| ISBN |
1-136-46992-3
1-280-68602-2 9786613662965 1-136-46993-1 0-203-12856-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
LANGUAGE, SCHOOLS AND CLASSROOMS; Copyright; Language, schools and classrooms; Copyright; Contents; Editor's introduction; Foreword to the second edition; 1 Why is language important in education?; The language of education?; Language, learning and classrooms; Teacher training and language study; 2 Some basic sociolinguistic concepts; Language and attitudes to language; The primitive language myth; Standard and nonstandard English; Language structure and language use; The implication of such distinctions; 3 Bernstein's theory of restricted and elaborated codes; The work of Basil Bernstein
Bernstein's early workBernstein's later work (1973); Do the codes exist?; Some possible confusions; Conclusions; 4 Labov and the myth of linguistic deprivation; Languages, logic, explicitness and grammar; Nonstandard languages as media of education; The myth of linguistic deprivation; Labov and Bernstein; West Indian children in British schools; A pseudo-problem?; 5 The need for studies of classroom language; Reasons for studying classroom languag; Our ignorance of classroom langua; The rationale for naturalistic studies; Teachers as researchers; 6 Studies of classroom language Commentaries on classroom dialogueThe structure of classroom dialogue; The classroom as a sociolinguistic setting; Studying social processes in classrooms; 7 Teaching and talking: the hidden curriculum of classroom talk; The hidden curriculum; The framing of educational knowledge; Discourse structure and assumptions about teachin; The social construction of children's ability; Teaching as talking: some cross-cultural data; 8 Towards a sociolinguistic analysis of language in education; Language as evidence for educational statemen; Language is organized Criteria for studies of language in education9 Some topics for investigation; Further reading; References and name index; Subject index |
| Record Nr. | UNINA-9910790397503321 |
|
Stubbs Michael <1947-, >
|
||
| Abingdon, Oxon : , : Routledge, , 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
