Interthinking: Putting Talk to Work
Interthinking: Putting Talk to Work

Author: Karen Littleton

Publisher: Routledge

Published: 2013-08-15

Total Pages: 144

ISBN-13: 1136675302

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Written in an accessible and jargon-free style, Interthinking: putting talk to work explores the growing body of work on how people think creatively and productively together. Challenging purely individualistic accounts of human evolution and cognition, its internationally acclaimed authors provide analyses of real-life examples of collective thinking in everyday settings including workplaces, schools, rehearsal spaces and online environments. The authors use socio-cultural psychology to explain the processes involved in interthinking, to explore its creative power, but also to understand why collective thinking isn’t always productive or successful. With this knowledge we can maximise the constructive benefits of our ability to interthink, and understand the best ways in which we can help young people to develop, nurture and value that capability.

Words and Minds
Words and Minds

Author: Neil Mercer

Publisher: Routledge

Published: 2002-05-03

Total Pages: 221

ISBN-13: 1134590849

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Words and Minds takes a lively and accessible look at the evolution of language and how we use language in joint activities.

Exploring Student Response to Contemporary Picturebooks
Exploring Student Response to Contemporary Picturebooks

Author: Sylvia Pantaleo

Publisher: University of Toronto Press

Published: 2009-10-14

Total Pages: 265

ISBN-13: 1442692669

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Despite being a source of continuing interest to educational scholars, research into the literary understanding of elementary school students has emphasized written materials over multimodal mediums such as picturebooks. Focusing on students in Grades one and five, this book describes children's interpretations of and responses to a variety of contemporary picturebooks, specifically those books that employ Radical Change characteristics and metafictive devices. In dealing with picturebooks, Sylvia Pantaleo seeks to show the ways in which literature teaches artistic codes and conventions, critical thinking skills, visual literacy skills, and interpretative strategies. Aside from investigating specific picturebooks, Pantaleo discusses the broader implications of reading, viewing, and creating print and digital texts in schools. These exercises, she argues, reflect the changing nature of communication and representation in the world of elementary school students. Incorporating postmodernism, social constructivism, and other theoretical frameworks, Pantaleo contextualizes her research and examines ways in which literature highlights broader social and cultural characteristics. An extensively researched look at the pedagogical value of literature in the classroom, this book introduces new dimensions to discussions of contemporary picturebooks in elementary education and the social nature of intertextuality.

The Discourse of Reading Groups
The Discourse of Reading Groups

Author: David Peplow

Publisher: Routledge

Published: 2015-11-19

Total Pages: 223

ISBN-13: 1317914082

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Of interest in their own terms as a significant cultural practice, reading groups also provide a window on the everyday interpretation of literary texts. While reading is often considered a solitary process, reading groups constitute a form of social reading, where interpretations are produced and displayed in discourse. The Discourse of Reading Groups is a study of such joint conceptual activity, and how this is necessarily embedded in interpersonal activity and the production of reader identities. Uniquely in this context it draws on, and seeks to integrate, ideas from both cognitive and social linguistics. The book will be of interest to scholars in literacy studies as well as cultural and literary studies, the history of reading, applied linguistics and sociolinguistics, digital technologies and educational research.

The Articulate Classroom
The Articulate Classroom

Author: Prue Goodwin

Publisher: Routledge

Published: 2013-12-19

Total Pages: 162

ISBN-13: 1134123221

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This book is an edited collection of articles by leading educationalists and teacher educators on the place of talk in the primary curriculum. Each chapter reflects on theoretical aspects of oracy translated into manageable practice.

Space Feminisms
Space Feminisms

Author: Marie-Pier Boucher

Publisher: Bloomsbury Publishing

Published: 2024-01-25

Total Pages: 281

ISBN-13: 1350346330

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Employing a global approach to feminist theory, this book examines how scientific, popular, scholarly, and artistic imaginations of space have, since the 1950s, reflected and embedded Earthly hopes, anxieties, and futures. Rather than simply a platform for imagining the future, it cultivates radical and alternative modes of inquiry around space through seeing space as a material reality that reflexively encodes humans' self-perceptions of their planet and beyond. Bringing together essayistic reflections, artworks, and interviews with space scientists, engineers, and astronauts past and present in one volume, Space Feminisms inspects the transformation of terrestrially held notions of gender, race, class, and ableism as they migrate to the extraterrestrial, whilst drawing new connections between feminist thought and extraterrestrial power structures. Space Feminisms makes a radical enquiry into how earthly power structures are already expanding into our skies, facilitating a collaborative and interdisciplinary platform for scholars, artists, and designers to imagine radical constructions of human futures beyond Earth. At the intersection of scientific, cultural, social, and artistic speculations, the book gathers leading scholars, scientists, artists, and designers to develop innovative tactics and disruptive participations to create generative, alternative, and radical futures of and in space.

Teaching Primary Science
Teaching Primary Science

Author: Peter Loxley

Publisher: Routledge

Published: 2014-06-17

Total Pages: 392

ISBN-13: 1317863992

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Primary Science: Promoting positive attitudes to conceptual learningis a full colour, core textbook to support, inform and inspire anyone training to teach Science at primary level. This book is a new kind of text linking subject knowledge and pedagogy in one package, rather than treating them as separate entities. The text aims to encourage trainee teachers to teach scientific concepts in contexts which will inspire the children to look at the world in new and intriguing ways, rather than presenting it as a list of facts and definitions. Encouraging critical reflection and offering practical support, this book will help trainee teachers to overcome negative attitudes to Science. The two part structure of the book first presents insights into the nature of science and science education, exploring issues such as the value and purpose of teaching Science in the primary school and the value of scientific enquiry. It then moves on to cover subject knowledge, relating it to pedagogy.

Literacy on the Left
Literacy on the Left

Author: Andrew Lambirth

Publisher: A&C Black

Published: 2011-04-14

Total Pages: 300

ISBN-13: 144116720X

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This engaging text explores discourses involved in the teaching of literacy which can be conceptualised as deriving from the political 'left'. The concept of a 'left' and a 'right' in politics are fully defined and a unique analytical framework is introduced to examine and categorise perspectives for teaching literacy. The book creates a language of critique for methods advocated from liberal, 'left-leaning' sources within the field of education and connects them to left political agendas that aspire to either reform or revolution to change and improve society. These left approaches are then contrasted with politically 'right' agendas. Methods for the teaching of literacy have for many years been seen to be politically motivated by commentators on the left and the right of politics. This book considers the ideological sources of educational practice in literacy. Methods advocated from more liberal perspective are rarely critiqued and examined for their ideological and political roots.

Intelligent Action
Intelligent Action

Author: Timothy Ridlen

Publisher: Rutgers University Press

Published: 2024-06-14

Total Pages: 137

ISBN-13: 1978837720

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Through archival research and analysis of artworks by Gyorgy Kepes, Allan Kaprow, Mel Bochner, and Suzanne Lacy, among others, Intelligent Action examines how these artists brought alternatives to dominant conceptions of research and knowledge production. The book is organized around specific institutional formations—artistic research centers, proposals, exhibitions on college campuses, and the establishment of new schools or pedagogic programs. Formal and social analysis demonstrate how artists responded to ideas of research, knowledge production, information, and pedagogy. Works discussed were produced between 1958 and 1975, a moment when boundaries between media were breaking down in response to technological, cultural, and generational change. In the context of academia, these artistic practices have taken up the look, feel, or language of various research and teaching practices. In some cases, artists bent to the demands of the cold war research university, while in others, artists developed new modes of practice and pedagogy. Reading these works through their institutional histories, author Tim Ridlem shows how artistic research practices and artistic subjectivity developed in the long 1960s within and alongside academia, transforming the role of artists in the process.

Mindful L2 Teacher Education
Mindful L2 Teacher Education

Author: Karen E. Johnson

Publisher: Routledge

Published: 2016-02-05

Total Pages: 182

ISBN-13: 1317280024

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Taking a Vygotskian sociocultural stance, this book demonstrates the meaningful role that L2 teacher educators and L2 teacher education play in the professional development of L2 teachers through systematic, intentional, goal-directed, theorized L2 teacher education pedagogy. The message is resoundingly clear: Teacher education matters! It empirically documents the ways in which engagement in the practices of L2 teacher education shape how teachers come to think about and enact their teaching within the sociocultural contexts of their learning-to-teach experiences. Providing an insider’s look at L2 teacher education pedagogy, it offers a close up look at teacher educators who are skilled at moving L2 teachers toward more theoretically and pedagogically sound instructional practices and greater levels of professional expertise. First, the theoretical foundation and educational rationale for exploring what happens inside the practices of L2 teacher education are established. These theoretical concepts are then used to conduct microgenetic analyses of the moment-to-moment, asynchronous, and at-a-distance dialogic interactions that take place in five distinct but sometimes overlapping practices that the authors have designed, repeatedly implemented, and subsequently collected data on in their own L2 teacher education programs. Responsive mediation is positioned as the nexus of mindful L2 teacher education and proposed as a psychological tool for teacher educators to both examine and inform the ways in which they design, enact, and assess the consequences of their own L2 teacher education pedagogy.