This book provides two conceptual frameworks for further investigation of map literacy and fills in a gap in map literacy studies, addressing the distinction between reference maps and thematic maps and the varying uses of quantitative map literacy (QML) within and between the two.
Focusing specifically on Interactional Ethnography (IE) as a distinct, discourse-based form of ethnography, this book introduces readers to the logic and practice behind IE and exemplifies the logic of ethnographic inquiry through a range of example-based chapters.
This book argues for the importance of literature studies using the historical debate between the disinterested disciplines ("e;art for art's sake"e;) and utilitarian or productive disciplines.
Widely regarded as the standard reference in the field, this comprehensive handbook presents state-of-the-art knowledge about the nature and classification of learning disabilities (LD), their causes, and how individuals with these difficulties can be identified and helped to succeed.
Grounded in research and practical expertise, this volume helps K6 teachers skillfully support all of their English language learners (ELLs)from a single student to an entire classroom.
Walking in Shakespeares Shoesproposes and explores a practical, historical, and culturally-relevant approach to teaching Shakespeare, situating the plays and sonnets in a tumultuous early modern world.
This book provides a rich and nuanced examination of children learning to read and write a second language in primary schools in Kenya, taught by teachers who themselves have often learned English as a second or third language.
This book proposes to expand multiliteracies frameworks in second language education, by recognizing that learning a new language and culture involves both designs and desires, the affects and emotions that feed our responses to particular ways of making meaning.
Reading and writing instruction require individuals--both students and teachers--to flexibly process many kinds of information, from a variety of sources.
This volume explores the value of using queer pedagogy in an interdisciplinary middle school classroom to promote a better understanding of social justice and the social construction of knowledge among students.
Academics Writing recounts how academic writing is changing in the contemporary university, transforming what it means to be an academic and how, as a society, we produce academic knowledge.
In considering the ways in which current theories of language in use and communicative processes are applied to the analysis, interpretation and definition of literary texts, this book sets an agenda for the future of pragmatic literary stylistics and provides a foundation for future research and debate.
Communicating ideas and information is what makes writing meaningfulyet many upper elementary and middle school students write in a vacuum, without considering the aims of their writing or the needs of their readers.
For several reasons, mostly inherent to the different developments of generative grammar, an increasing number of publications have dealt with reduplication in the past 20 years.
This book draws on contemporary theory and recent findings to provide researchers, professionals, undergraduate and graduate students with essential resources, allowing them to better understand and support children, youth and adults with autism and significant communication impairments.
With the growth of modern information technology, it is time to re-examine the concept and purpose of writing, and question the long cherished idea that the alphabet stands at the apex of a hierarchy towards which all 'proper' forms of writing must necessarily progress.
By integrating conversations across disciplines, especially focusing on classical studies and Jewish and Christian studies, this volume addresses several imbalances in scholarship on reading and textual activity in the ancient Mediterranean.
Mirroring worldwide debates on social class, literacy rates, and social change, this study explores the intersection between reading and social class in Singapore, one of the top scorers on the Programme for International Assessment (PISA) tests, and questions the rhetoric of social change that does not take into account local spaces and practices.
This book builds on conversations between the author educators and other experts in the field, including authors, illustrators and teachers, to explore the benefits of discussions around quality literature within a classroom context that exercises the imagination and generates new ideas and discoveries.
By integrating conversations across disciplines, especially focusing on classical studies and Jewish and Christian studies, this volume addresses several imbalances in scholarship on reading and textual activity in the ancient Mediterranean.
Moving beyond current theories on literacy practices, this edited collection sheds new light on the complexities inherent to the social, cultural, and ideological contexts in which literacy practices are realized.
Synthesizing the best current knowledge about early literacy, this comprehensive handbook brings together leading researchers from multiple disciplines.