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Advanced literacy practices [[electronic resource] ] : from the clinic to the classroom / / edited by Evan Ortlieb, Earl H. Cheek, Jr
| Advanced literacy practices [[electronic resource] ] : from the clinic to the classroom / / edited by Evan Ortlieb, Earl H. Cheek, Jr |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Bingley [England], : Emerald Group Pub., 2013 |
| Descrizione fisica | 1 online resource (421 p.) |
| Disciplina | 302.2244 |
| Altri autori (Persone) |
OrtliebEvan
CheekEarl H |
| Collana | Literacy research, practice and evaluation |
| Soggetto topico |
Literacy - Research
Literacy programs |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-78190-504-5
1-283-95930-5 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | pt. 1. Foundational elements -- pt. 2. Reading and writing elements -- pt. 3. Technological elements -- pt. 4. Complementary elements. |
| Record Nr. | UNINA-9910453068503321 |
| Bingley [England], : Emerald Group Pub., 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Defying convention, inventing the future in literacy research and practice [[electronic resource] ] : essays in tribute to Ken and Yetta Goodman / / edited by Patricia L. Anders
| Defying convention, inventing the future in literacy research and practice [[electronic resource] ] : essays in tribute to Ken and Yetta Goodman / / edited by Patricia L. Anders |
| Pubbl/distr/stampa | New York, : Routledge, c2010 |
| Descrizione fisica | 1 online resource (289 p.) |
| Disciplina | 372.6 |
| Altri autori (Persone) |
AndersPatricia L
GoodmanKenneth S GoodmanYetta M. <1931-> |
| Soggetto topico |
Literacy
Literacy - Research |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-136-92205-9
1-282-56946-5 9786612569463 0-203-84471-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Book Cover; Title; Copyright; Contents; Foreword; Preface: The Landscape of Invention and Convention; Acknowledgments; 1 The Goodman Legacy: Forty Years of Literacy Research, Pedagogy and Profundity; 2 Towards a Sociopsychoneuro-linguistic Model of Reading; 3 All Language Understanding is a Psycholinguistic Guessing Game; 4 The Goodman/Smith Hypothesis, the Input Hypothesis, the Comprehension Hypothesis, and the (Even Stronger) Case for Free Voluntary Reading; 5 23 Notes in Search of Growing Up An Author-Or Not; 6 Reading and Reigning: Theories of Learning to Read as Political Objects
7 Coffee Cups, Frogs, and Lived Experience8 From Learning as Habit-Formation to Learning as Meaning-Making: How Harry Pope Changed My (Professional) Life; 9 Creating Curriculum; 10 Is "Coaching" a Dangerous Metaphor for Teaching and Reading Teacher Education?; 11 Learning from Young Bilingual Children's Explorations of Language and Literacy at Home; 12 The Sociopsychogenesis of Literacy and Biliteracy: How Goodman's Transactional Theory of Reading Proficiency Impacts Biliteracy Development and Pedagogy 13 Knowing and Doing Well in the Creation and Interpretation of Reading Assessments: Towards Epistemic Responsibility14 Miscue Analysis as a Tool for Advancing Literacy Policy and Practice; 15 Perspectives on Assessment: Reflections on and Directions from Goodman; 16 We've Always Considered Our Work Political; 17 An Endangered Species Act for Literacy Education; 18 Essay Review; Contributors; Index |
| Record Nr. | UNINA-9910459140403321 |
| New York, : Routledge, c2010 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Defying convention, inventing the future in literacy research and practice [[electronic resource] ] : essays in tribute to Ken and Yetta Goodman / / edited by Patricia L. Anders
| Defying convention, inventing the future in literacy research and practice [[electronic resource] ] : essays in tribute to Ken and Yetta Goodman / / edited by Patricia L. Anders |
| Pubbl/distr/stampa | New York, : Routledge, c2010 |
| Descrizione fisica | 1 online resource (289 p.) |
| Disciplina | 372.6 |
| Altri autori (Persone) |
AndersPatricia L
GoodmanKenneth S GoodmanYetta M. <1931-> |
| Soggetto topico |
Literacy
Literacy - Research |
| ISBN |
1-136-92205-9
1-282-56946-5 9786612569463 0-203-84471-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Book Cover; Title; Copyright; Contents; Foreword; Preface: The Landscape of Invention and Convention; Acknowledgments; 1 The Goodman Legacy: Forty Years of Literacy Research, Pedagogy and Profundity; 2 Towards a Sociopsychoneuro-linguistic Model of Reading; 3 All Language Understanding is a Psycholinguistic Guessing Game; 4 The Goodman/Smith Hypothesis, the Input Hypothesis, the Comprehension Hypothesis, and the (Even Stronger) Case for Free Voluntary Reading; 5 23 Notes in Search of Growing Up An Author-Or Not; 6 Reading and Reigning: Theories of Learning to Read as Political Objects
7 Coffee Cups, Frogs, and Lived Experience8 From Learning as Habit-Formation to Learning as Meaning-Making: How Harry Pope Changed My (Professional) Life; 9 Creating Curriculum; 10 Is "Coaching" a Dangerous Metaphor for Teaching and Reading Teacher Education?; 11 Learning from Young Bilingual Children's Explorations of Language and Literacy at Home; 12 The Sociopsychogenesis of Literacy and Biliteracy: How Goodman's Transactional Theory of Reading Proficiency Impacts Biliteracy Development and Pedagogy 13 Knowing and Doing Well in the Creation and Interpretation of Reading Assessments: Towards Epistemic Responsibility14 Miscue Analysis as a Tool for Advancing Literacy Policy and Practice; 15 Perspectives on Assessment: Reflections on and Directions from Goodman; 16 We've Always Considered Our Work Political; 17 An Endangered Species Act for Literacy Education; 18 Essay Review; Contributors; Index |
| Record Nr. | UNINA-9910792424403321 |
| New York, : Routledge, c2010 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Defying convention, inventing the future in literacy research and practice : essays in tribute to Ken and Yetta Goodman / / edited by Patricia L. Anders
| Defying convention, inventing the future in literacy research and practice : essays in tribute to Ken and Yetta Goodman / / edited by Patricia L. Anders |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | New York, : Routledge, c2010 |
| Descrizione fisica | 1 online resource (289 p.) |
| Disciplina | 372.6 |
| Altri autori (Persone) |
AndersPatricia L
GoodmanKenneth S GoodmanYetta M. <1931-> |
| Soggetto topico |
Literacy
Literacy - Research |
| ISBN |
1-136-92205-9
1-282-56946-5 9786612569463 0-203-84471-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Book Cover; Title; Copyright; Contents; Foreword; Preface: The Landscape of Invention and Convention; Acknowledgments; 1 The Goodman Legacy: Forty Years of Literacy Research, Pedagogy and Profundity; 2 Towards a Sociopsychoneuro-linguistic Model of Reading; 3 All Language Understanding is a Psycholinguistic Guessing Game; 4 The Goodman/Smith Hypothesis, the Input Hypothesis, the Comprehension Hypothesis, and the (Even Stronger) Case for Free Voluntary Reading; 5 23 Notes in Search of Growing Up An Author-Or Not; 6 Reading and Reigning: Theories of Learning to Read as Political Objects
7 Coffee Cups, Frogs, and Lived Experience8 From Learning as Habit-Formation to Learning as Meaning-Making: How Harry Pope Changed My (Professional) Life; 9 Creating Curriculum; 10 Is "Coaching" a Dangerous Metaphor for Teaching and Reading Teacher Education?; 11 Learning from Young Bilingual Children's Explorations of Language and Literacy at Home; 12 The Sociopsychogenesis of Literacy and Biliteracy: How Goodman's Transactional Theory of Reading Proficiency Impacts Biliteracy Development and Pedagogy 13 Knowing and Doing Well in the Creation and Interpretation of Reading Assessments: Towards Epistemic Responsibility14 Miscue Analysis as a Tool for Advancing Literacy Policy and Practice; 15 Perspectives on Assessment: Reflections on and Directions from Goodman; 16 We've Always Considered Our Work Political; 17 An Endangered Species Act for Literacy Education; 18 Essay Review; Contributors; Index |
| Record Nr. | UNINA-9910813269303321 |
| New York, : Routledge, c2010 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Dimensions of L2 performance and proficiency [[electronic resource] ] : complexity, accuracy and fluency in SLA / / edited by Alex Housen, Folkert Kuiken, Ineke Vedder
| Dimensions of L2 performance and proficiency [[electronic resource] ] : complexity, accuracy and fluency in SLA / / edited by Alex Housen, Folkert Kuiken, Ineke Vedder |
| Pubbl/distr/stampa | Amsterdam ; ; Philadelphia, : John Benjamins Pub. Co., 2012 |
| Descrizione fisica | 1 online resource (317 p.) |
| Disciplina | 418.0072 |
| Altri autori (Persone) |
HousenAlex <1964->
KuikenFolkert <1953-> VedderIneke |
| Collana | Language learning and language teaching |
| Soggetto topico |
Second language acquisition - Research - Methodology
Language and languages - Research - Methodology Literacy - Research |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-283-89482-3
90-272-7326-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Dimensions of L2 Performance and Proficiency; Editorial page; Title page; LCC data; Table of contents; Acknowledgements; Notes on contributors; Complexity, accuracy and fluency; 1. Introduction; 1.1 The origins of CAF; 1.2 Complexity, accuracy and fluency as research variables; 2. Challenges for CAF research; 2.1 How can complexity, accuracy and fluency be conceptualised and defined as constructs?; 2.2 What are the cognitive, linguistic and psycholinguistic correlates and underpinnings of CAF?; 2.3 How are the CAF components interconnected?; 2.4 How can CAF be operationalised and measured?
2.5 Which factors affect CAF?3. This volume; 4. Conclusion; References; Defining and operationalising L2 complexity; 1. Complexity in SLA research; 2. Defining complexity; 3. L2 complexity; 4. A survey of complexity measurement; 5. A closer look at syntactic complexity measures; 6. Conclusion; References; Complexity, Accuracy and Fluency from the perspective of psycholinguistic Second Language Acquisition research; 1. Introduction; 2. A model of second language acquisition; 2.1 Mental representation; 2.2 Kinds of learning; 2.3 Frequency; 2.4 Memory 3. Definitions of the constructs and relationship with the background assumptions 3.1 Accuracy; 3.2 Complexity; 3.3 Fluency; 4. Empirical investigations; 4.1 Linguistic competence: Triggering in L2; 4.2 Building mental representations for learned linguistic knowledge; 4.3 Mental representations in language processing: Proceduralisation; 5. Conclusion; References; Complexity, accuracy and fluency*; 1. Introduction; 2. Methodological issues; 2.1 Definition; 2.2 Identification; 2.2.1 Greater length and complexity; 2.2.2 Greater phonological coherence 2.2.3 Inappropriate use and overgeneralization 2.2.4 Non-substitutability; 2.2.5 Accuracy; 3. The study; 3.1 Participants; 3.1.1 Beginners; 3.1.2 Post-beginners; 3.2 Formulaic sequences investigated and their development; 3.2.1 Verb sequences: j'aime, j'adore, j'habite (I like, I love, I live); 3.2.2 Interrogative sequences; 3.2.2.1 Development of the interrogative system. Thirteen out of the sixteen beginner learners produce comment t'appelles-tu from the very first round of data collection, without any internal modification. By contrast, if we examine the interrogative 3.2.2.2 The development of interrogative sequences. This section analyses the development of the formulaic sequence comment t'appelles-tu? ("what's your name?"), as well as the different contexts in which it is used. More specifically, as this FS is in t4. Discussion; 4.1 Relationship between learnt knowledge and acquired knowledge; 4.2 Grammatical status of formulaic sequences; 4.3 Contribution of FS to the development of complexity, accuracy and fluency; 5. Conclusion; References; The growth of complexity and accuracy in L2 French; 1. Introduction 2. Past observations on developmental stages |
| Record Nr. | UNINA-9910461801903321 |
| Amsterdam ; ; Philadelphia, : John Benjamins Pub. Co., 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Dimensions of L2 performance and proficiency [[electronic resource] ] : complexity, accuracy and fluency in SLA / / edited by Alex Housen, Folkert Kuiken, Ineke Vedder
| Dimensions of L2 performance and proficiency [[electronic resource] ] : complexity, accuracy and fluency in SLA / / edited by Alex Housen, Folkert Kuiken, Ineke Vedder |
| Pubbl/distr/stampa | Amsterdam ; ; Philadelphia, : John Benjamins Pub. Co., 2012 |
| Descrizione fisica | 1 online resource (317 p.) |
| Disciplina | 418.0072 |
| Altri autori (Persone) |
HousenAlex <1964->
KuikenFolkert <1953-> VedderIneke |
| Collana | Language learning and language teaching |
| Soggetto topico |
Second language acquisition - Research - Methodology
Language and languages - Research - Methodology Literacy - Research |
| ISBN |
1-283-89482-3
90-272-7326-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Dimensions of L2 Performance and Proficiency; Editorial page; Title page; LCC data; Table of contents; Acknowledgements; Notes on contributors; Complexity, accuracy and fluency; 1. Introduction; 1.1 The origins of CAF; 1.2 Complexity, accuracy and fluency as research variables; 2. Challenges for CAF research; 2.1 How can complexity, accuracy and fluency be conceptualised and defined as constructs?; 2.2 What are the cognitive, linguistic and psycholinguistic correlates and underpinnings of CAF?; 2.3 How are the CAF components interconnected?; 2.4 How can CAF be operationalised and measured?
2.5 Which factors affect CAF?3. This volume; 4. Conclusion; References; Defining and operationalising L2 complexity; 1. Complexity in SLA research; 2. Defining complexity; 3. L2 complexity; 4. A survey of complexity measurement; 5. A closer look at syntactic complexity measures; 6. Conclusion; References; Complexity, Accuracy and Fluency from the perspective of psycholinguistic Second Language Acquisition research; 1. Introduction; 2. A model of second language acquisition; 2.1 Mental representation; 2.2 Kinds of learning; 2.3 Frequency; 2.4 Memory 3. Definitions of the constructs and relationship with the background assumptions 3.1 Accuracy; 3.2 Complexity; 3.3 Fluency; 4. Empirical investigations; 4.1 Linguistic competence: Triggering in L2; 4.2 Building mental representations for learned linguistic knowledge; 4.3 Mental representations in language processing: Proceduralisation; 5. Conclusion; References; Complexity, accuracy and fluency*; 1. Introduction; 2. Methodological issues; 2.1 Definition; 2.2 Identification; 2.2.1 Greater length and complexity; 2.2.2 Greater phonological coherence 2.2.3 Inappropriate use and overgeneralization 2.2.4 Non-substitutability; 2.2.5 Accuracy; 3. The study; 3.1 Participants; 3.1.1 Beginners; 3.1.2 Post-beginners; 3.2 Formulaic sequences investigated and their development; 3.2.1 Verb sequences: j'aime, j'adore, j'habite (I like, I love, I live); 3.2.2 Interrogative sequences; 3.2.2.1 Development of the interrogative system. Thirteen out of the sixteen beginner learners produce comment t'appelles-tu from the very first round of data collection, without any internal modification. By contrast, if we examine the interrogative 3.2.2.2 The development of interrogative sequences. This section analyses the development of the formulaic sequence comment t'appelles-tu? ("what's your name?"), as well as the different contexts in which it is used. More specifically, as this FS is in t4. Discussion; 4.1 Relationship between learnt knowledge and acquired knowledge; 4.2 Grammatical status of formulaic sequences; 4.3 Contribution of FS to the development of complexity, accuracy and fluency; 5. Conclusion; References; The growth of complexity and accuracy in L2 French; 1. Introduction 2. Past observations on developmental stages |
| Record Nr. | UNINA-9910785922903321 |
| Amsterdam ; ; Philadelphia, : John Benjamins Pub. Co., 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Dimensions of L2 performance and proficiency : complexity, accuracy and fluency in SLA / / edited by Alex Housen, Folkert Kuiken, Ineke Vedder
| Dimensions of L2 performance and proficiency : complexity, accuracy and fluency in SLA / / edited by Alex Housen, Folkert Kuiken, Ineke Vedder |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Amsterdam ; ; Philadelphia, : John Benjamins Pub. Co., 2012 |
| Descrizione fisica | 1 online resource (317 p.) |
| Disciplina | 418.0072 |
| Altri autori (Persone) |
HousenAlex <1964->
KuikenFolkert <1953-> VedderIneke |
| Collana | Language learning and language teaching |
| Soggetto topico |
Second language acquisition - Research - Methodology
Language and languages - Research - Methodology Literacy - Research |
| ISBN |
1-283-89482-3
90-272-7326-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Dimensions of L2 Performance and Proficiency; Editorial page; Title page; LCC data; Table of contents; Acknowledgements; Notes on contributors; Complexity, accuracy and fluency; 1. Introduction; 1.1 The origins of CAF; 1.2 Complexity, accuracy and fluency as research variables; 2. Challenges for CAF research; 2.1 How can complexity, accuracy and fluency be conceptualised and defined as constructs?; 2.2 What are the cognitive, linguistic and psycholinguistic correlates and underpinnings of CAF?; 2.3 How are the CAF components interconnected?; 2.4 How can CAF be operationalised and measured?
2.5 Which factors affect CAF?3. This volume; 4. Conclusion; References; Defining and operationalising L2 complexity; 1. Complexity in SLA research; 2. Defining complexity; 3. L2 complexity; 4. A survey of complexity measurement; 5. A closer look at syntactic complexity measures; 6. Conclusion; References; Complexity, Accuracy and Fluency from the perspective of psycholinguistic Second Language Acquisition research; 1. Introduction; 2. A model of second language acquisition; 2.1 Mental representation; 2.2 Kinds of learning; 2.3 Frequency; 2.4 Memory 3. Definitions of the constructs and relationship with the background assumptions 3.1 Accuracy; 3.2 Complexity; 3.3 Fluency; 4. Empirical investigations; 4.1 Linguistic competence: Triggering in L2; 4.2 Building mental representations for learned linguistic knowledge; 4.3 Mental representations in language processing: Proceduralisation; 5. Conclusion; References; Complexity, accuracy and fluency*; 1. Introduction; 2. Methodological issues; 2.1 Definition; 2.2 Identification; 2.2.1 Greater length and complexity; 2.2.2 Greater phonological coherence 2.2.3 Inappropriate use and overgeneralization 2.2.4 Non-substitutability; 2.2.5 Accuracy; 3. The study; 3.1 Participants; 3.1.1 Beginners; 3.1.2 Post-beginners; 3.2 Formulaic sequences investigated and their development; 3.2.1 Verb sequences: j'aime, j'adore, j'habite (I like, I love, I live); 3.2.2 Interrogative sequences; 3.2.2.1 Development of the interrogative system. Thirteen out of the sixteen beginner learners produce comment t'appelles-tu from the very first round of data collection, without any internal modification. By contrast, if we examine the interrogative 3.2.2.2 The development of interrogative sequences. This section analyses the development of the formulaic sequence comment t'appelles-tu? ("what's your name?"), as well as the different contexts in which it is used. More specifically, as this FS is in t4. Discussion; 4.1 Relationship between learnt knowledge and acquired knowledge; 4.2 Grammatical status of formulaic sequences; 4.3 Contribution of FS to the development of complexity, accuracy and fluency; 5. Conclusion; References; The growth of complexity and accuracy in L2 French; 1. Introduction 2. Past observations on developmental stages |
| Record Nr. | UNINA-9910818044503321 |
| Amsterdam ; ; Philadelphia, : John Benjamins Pub. Co., 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Ethical issues in literacy research / / edited by Carole S. Rhodes and Kenneth J. Weiss
| Ethical issues in literacy research / / edited by Carole S. Rhodes and Kenneth J. Weiss |
| Pubbl/distr/stampa | New York : , : Routledge, , 2013 |
| Descrizione fisica | 1 online resource (167 p.) |
| Disciplina | 372.6072 |
| Altri autori (Persone) |
RhodesCarole S
WeissKenneth J. <1950-> LachukAmy Johnson |
| Soggetto topico |
Literacy
Literacy - Research Research - Moral and ethical aspects |
| Soggetto genere / forma | Electronic books. |
| ISBN |
0-203-11350-0
1-299-46918-3 1-136-28720-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Introduction / Carole S. Rhodes and Kenneth J. Weiss -- Becoming answerable to our participants: a methodological essay on life history / Amy Johnson Lachuk and Mary Louise Gomez -- Victims or free agents? constructing ethical representations of at risk youth / Heidi L. Hallman -- You don't have to tell anybody about it; you just write it down: the dilemma of using secrets as data in research involving at-risk adolescent girls' writing practices / Mellinee Lesley -- Ethical issues in conducting research with bilingual/dual language learners / Cynthia B. Leung and Alejandro E. Brice -- Assessment for research among deaf and hard of hearing students / Rachael Gabriel and Hannah Dostal -- What happens to the teachers and students who fail: the ethics of proving the effectiveness of an academic intervention / Richard M. Oldrieve -- Yes, I take it personally: examining the unexplained life of a literacy ethnographer / Stacie L. Tate -- Caring for whom? ethical dilemmas in doing research on and with teachers in schools / Nancy Flanagan Knapp -- I tweet, I blog, I post responses online, I text message all for class: issues of ethics when dealing with university students who use new technologies as part of literacy course requirements / Kenneth J. Weiss -- I want what I want when I want it: ethical issues of teaching and research in online classes / Carole S. Rhodes -- Ethical issues in second life: do they matter? / Carol J. Delaney and Barbara Guzzetti -- Anonymity and confidentiality in the conduct of online surveys / Cynthia B. Leung and Zafer Unal. |
| Record Nr. | UNINA-9910452944403321 |
| New York : , : Routledge, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Ethical issues in literacy research / / edited by Carole S. Rhodes and Kenneth J. Weiss
| Ethical issues in literacy research / / edited by Carole S. Rhodes and Kenneth J. Weiss |
| Pubbl/distr/stampa | New York : , : Routledge, , 2013 |
| Descrizione fisica | 1 online resource (167 p.) |
| Disciplina | 372.6072 |
| Altri autori (Persone) |
RhodesCarole S
WeissKenneth J. <1950-> LachukAmy Johnson |
| Soggetto topico |
Literacy
Literacy - Research Research - Moral and ethical aspects |
| ISBN |
1-136-28719-1
0-203-11350-0 1-299-46918-3 1-136-28720-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Introduction / Carole S. Rhodes and Kenneth J. Weiss -- Becoming answerable to our participants: a methodological essay on life history / Amy Johnson Lachuk and Mary Louise Gomez -- Victims or free agents? constructing ethical representations of at risk youth / Heidi L. Hallman -- You don't have to tell anybody about it; you just write it down: the dilemma of using secrets as data in research involving at-risk adolescent girls' writing practices / Mellinee Lesley -- Ethical issues in conducting research with bilingual/dual language learners / Cynthia B. Leung and Alejandro E. Brice -- Assessment for research among deaf and hard of hearing students / Rachael Gabriel and Hannah Dostal -- What happens to the teachers and students who fail: the ethics of proving the effectiveness of an academic intervention / Richard M. Oldrieve -- Yes, I take it personally: examining the unexplained life of a literacy ethnographer / Stacie L. Tate -- Caring for whom? ethical dilemmas in doing research on and with teachers in schools / Nancy Flanagan Knapp -- I tweet, I blog, I post responses online, I text message all for class: issues of ethics when dealing with university students who use new technologies as part of literacy course requirements / Kenneth J. Weiss -- I want what I want when I want it: ethical issues of teaching and research in online classes / Carole S. Rhodes -- Ethical issues in second life: do they matter? / Carol J. Delaney and Barbara Guzzetti -- Anonymity and confidentiality in the conduct of online surveys / Cynthia B. Leung and Zafer Unal. |
| Record Nr. | UNINA-9910779556903321 |
| New York : , : Routledge, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Ethical issues in literacy research / / edited by Carole S. Rhodes and Kenneth J. Weiss
| Ethical issues in literacy research / / edited by Carole S. Rhodes and Kenneth J. Weiss |
| Pubbl/distr/stampa | New York : , : Routledge, , 2013 |
| Descrizione fisica | 1 online resource (167 p.) |
| Disciplina | 372.6072 |
| Altri autori (Persone) |
RhodesCarole S
WeissKenneth J. <1950-> LachukAmy Johnson |
| Soggetto topico |
Literacy
Literacy - Research Research - Moral and ethical aspects |
| ISBN |
1-136-28719-1
0-203-11350-0 1-299-46918-3 1-136-28720-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Introduction / Carole S. Rhodes and Kenneth J. Weiss -- Becoming answerable to our participants: a methodological essay on life history / Amy Johnson Lachuk and Mary Louise Gomez -- Victims or free agents? constructing ethical representations of at risk youth / Heidi L. Hallman -- You don't have to tell anybody about it; you just write it down: the dilemma of using secrets as data in research involving at-risk adolescent girls' writing practices / Mellinee Lesley -- Ethical issues in conducting research with bilingual/dual language learners / Cynthia B. Leung and Alejandro E. Brice -- Assessment for research among deaf and hard of hearing students / Rachael Gabriel and Hannah Dostal -- What happens to the teachers and students who fail: the ethics of proving the effectiveness of an academic intervention / Richard M. Oldrieve -- Yes, I take it personally: examining the unexplained life of a literacy ethnographer / Stacie L. Tate -- Caring for whom? ethical dilemmas in doing research on and with teachers in schools / Nancy Flanagan Knapp -- I tweet, I blog, I post responses online, I text message all for class: issues of ethics when dealing with university students who use new technologies as part of literacy course requirements / Kenneth J. Weiss -- I want what I want when I want it: ethical issues of teaching and research in online classes / Carole S. Rhodes -- Ethical issues in second life: do they matter? / Carol J. Delaney and Barbara Guzzetti -- Anonymity and confidentiality in the conduct of online surveys / Cynthia B. Leung and Zafer Unal. |
| Record Nr. | UNINA-9910814067203321 |
| New York : , : Routledge, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
