Book Description
Co-published by Jossey-Bass and the International Reading Association, Improving Comprehension Instruction provides a comprehensive overview of current research, proven methods, and successful applications for designing and delivering effective comprehension instruction in K-12 classrooms across the curriculum. Featuring chapters written by noted experts in literacy, cognition, and teaching methodology, this much-needed volume examines the broad array of strategies that teachers can use to develop comprehension proficiency in all students, even those who have had limited previous success in reading. Each chapter focuses on a particular facet of comprehension, presenting research, model instructional practices, and steps needed to ensure that the instructional innovations are effectively adopted in the classroom. The book also highlights sample lessons, showing how comprehension can be prompted, modeled, or demonstrated by the teacher. Strategies for instructing students from urban at-risk or diverse linguistic backgrounds, for overcoming particular reading problems, and for making effective use of educational technology receive prominent attention.
Book Description
This text provides a systematic introduction to the issues involved in planning, developing, and managing effective language programs. The paperback edition provides a systematic introduction to the issues involved in developing, managing, and evaluating effective second and foreign language programs and teaching materials. Key stages in the curriculum development process are examined, including situation analysis, needs analysis, goal setting, syllabus design, materials development and adaptation, teaching and teacher support, and evaluation. Discussion activities throughout the book enable it to be used as a reference text for teachers and administrators.
Book Description
The second edition of this very successful volume examines the current state of planning theory and the new directions it has taken in recent years. The editors have selected a set of classic and contemporary writings to address a central question: What role can planning theory play in making the good city and region within the constraints of a capitalist political economy and a democratic political system? The volume draws on a wide range of authors who address planning history, arguments for and against planning, competing planning styles, planning ethics, the public interest, and considerations of race and gender. Theoretical perspectives include political economy, postmodernism, communicative rationality, and feminism. Readings new to this edition examine themes emerging in planning theory, including a critique of the modernist roots of centralized planning, a reemphasis on space in planning, and a discussion of the difficulty of sustainable development. The second edition also features new case studies of planning success and failure in both the United States and the United Kingdom.In this second edition of Readings in Planning Theory the editors retain 10 of the 28 original readings from the first edition. Four other readings have been updated with more recent writings from the same author (the opening introduction and the chapters by Fainstein, Krumholz and Healey). Thirteen readings are wholly new.
Customer Reviews:
The cornerstones of planning theory.......2003-11-29
The autors present a superb choice of classical texts on the field of urban planning. I recommend it to all of those who want a good reference on some of the most important ideas that have shaped this field until now.
A very good selection.......2000-02-21
This book is a very good beginning for a student interested in urban and regional planning. The selections are great, one example is the classic article from Lindblom "The science of muddling through", with several arguments in favor to 'incrementalism'. Another classic is Davidoff's "Advocacy and pluralism in planning", and the text from Beauregard, Krumholz, Healy and Harvey.
Average customer rating:
- young adult lit
- Using Young Adult Literature in the English Classroom
|
Using Young Adult Literature in the English Classroom (4th Edition)
John H. Bushman , and
Kay Parks Haas
Manufacturer: Prentice Hall
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Similar Items:
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Literature for Children: A Short Introduction (5th Edition)
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Critical Encounters in High School English: Teaching Literary Theory to Adolescents (Language and Literacy Series (Teachers College Pr))
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Celine
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Staying Fat for Sarah Byrnes
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The Chocolate War (Readers Circle)
ASIN: 0131710931 |
Book Description
This practical methods book provides future middle and high school English teachers with the direction they'll need to choose adolescent literature and to develop ideas for teaching it.
Using a highly effective conversational tone, the book provides the latest information about young adult literature in a short, concisely written, classroom-oriented format. The authors show the busy English teacher how to accomplish four important teaching goals including life-long reading, reader response, teaching the classics, and reaching a diverse student population.
English Teachers, Grades 6-12.
Customer Reviews:
young adult lit.......2007-02-16
The book is a great resource and it came in plenty of time tahnk-you!
Using Young Adult Literature in the English Classroom.......2005-05-10
This book is an excellent introduction to young adult (YA) literature for the 7th-12th grade English curriculum. It establishes a valid and informative argument for using YA literature based on the developmental theories of Piaget and Inhelder, Robert Havighurst, and G. Robert Carlsen. Bushman and Haas argue that adolescents are interested in reading stories that relate to their own experiences or involve issues they face. Such interest results in emotional and cognitive responses, which in turn fosters a positive attitude towards reading. YA literature, accordingly, supplies all these needs.
This book's structure and extensive discussions on various topics provide essential foundational information upon which English teachers can assess its value in the classroom. For example, it has a section which discusses the features of YA novels, such as plot, character types, key themes, and points of view. It provides a practical framework for teaching YA literature in that it offers teaching strategies and activities which are designed to develop critical thinking skills. Many different YA novels are discussed in relation to various topics throughout the book and several novels are discussed at length. One important section, of many, discusses the important connection between reading and writing and literature's role in providing the context in which to learn to write. It suggests many writing activities which will aid the students in not only synthesizing their ideas about what they read, but also in developing their writing skills.
In my opinion, the book's weakest section is the one discussing "Young Adult Literature as a Bridge to the Classics" (166). This section has a very limited discussion on integrating YA literature with the classics. Many more suggestions on this topic would be helpful because many districts still require the teaching of classics as part of the curriculum.
Book Description
This collection of readings examines the interaction of economy, culture, politics, policy and space within the United States and the United Kingdom. It brings together in one place unabridged selections from recent works by authors who have dramatically transformed the field of urban theory. The readings deal with the changing urban and regional system, its social impacts, the effect of publicly-sponsored redevelopment programs, and the cultural meanings of spatial relations.For the second edition, more than half of the readings are new and the introduction and section prefaces have been revised. A section on the city and "the new urbanism" has been added, and there is increased emphasis on design, tourism, sustainability and culture. Many of the additions and replacements are by the same authors as the readings in the previous edition but are more recent, keeping the volume current. Comprehensive and well organised, this convenient reader will continue to stimulate classroom debate.
Customer Reviews:
Book for urban Studies.......2003-05-27
The reading was comprehendable, easy to process,
easy to write an essay on, citing this book. I
read it for a class and would recommend it to
anyone who is trying to get a more thorough
understanding of urban theories.
Customer Reviews:
Another must-have addition for your shelves!.......2007-07-11
Like Wiggins' book on Essential Questions,Understanding By Design Expanded 2nd Edition Critical Encounters is a book that has changed my approach to teaching. Unlike Understanding by Design, this one applies directly to my role as an English teacher.
There are so few books out there on methodology that combine theory and practice the way that Appleman's book does. It's worth the price for this alone. I agree with another reviewer about the over-emphasis on student work examples and anecdotes (I skimmed over many of these), but the practical strategies and lessons to use with high school English students are invaluable. Most get the students involved and doing the work. These strategies require students to think about what they read and to respond to what they read critically.
If you're tired of the typical Reader-Response papers you've been requiring and/or receiving from students who are capable of much deeper thinking, buy this book!
Critical Encounters Book.......2007-06-27
This book is very useful in giving you ideas on how to teach literary theory to those who are unfamiliar with it. The great thing about this text is that the examples they give you can be substituted for any kind of book, whether it is adolescent literature or something in the curriculum that you are teaching. I am enjoying learning about teaching literary theory and I cannot wait to get into the classroom and use some of these ideas with my students!
Critical Encounters.......2007-01-04
This book is great for any high school or even middle school teacher looking to include critical theory in the study of literature. Appleman suggests several ways in which students will be able to "put their Ray bans on" while looking at the world.
It's Tuesday--This Must Be Deconstruction.......2001-08-27
There is nothing wrong with encouraging students to encounter literature from a variety of viewpoints and any worthy English teacher of literature should be adept in reinforcing this skill. In this respect, Appleman's book shows merit. She outlines approaches for teaching the literary theories of Reader-Response, Marxism, Feminism, and Deconstruction, with (ad nauseum) student responses and sample handouts. And of course we walk in a world of categorization and theory, so writing about teaching literary theory is somewhat of a "no brainer" since our brain organizes information this way; without this skill, one could not survive. In short, she attempts to bring the theoretical world of the critics closer to younger students. Who can criticize that? Yet.... When I was reading her book, I kept thinking that this information might be handy for a certain teacher who lacks confidence in his or her own ability to respond directly to literature. Having the lenses is a great exercise, especially if one wants their students to show well on "Jeopardy." Yes, they are indispensible to know if one is in an English graduate program. Knowing them would also help one appear more erudite at a literary party. So teach the students literary theory. Then teach them to respond with their own hearts and minds; to read with passion, voraciously, discarding the inapplicable and acting with courage on the true. Teach them to underline their books (their OWN books, of course) simply because they found a beautiful sentence. Teach them to read the Introduction to the novel LAST, after they have had a chance to read and develop their OWN lense--their own viewpoints. This takes greater courage, I believe. Students need to THINK the page. Robert Frost once said that "education in English is properly a slow process of just staying around in the right company till you can speak and handle a book in the author's presence without setting his teeth on edge" (as quoted in George Anderson's "Bread Loaf School of English: The First Fifty Years, Middlebury: Middlebury Press, 1969, p. 33).
Great book for beginning English teachers.......2001-07-21
I'm going to be a first year teacher and ordered the paperback version of this book because I've heard Appleman talk about how useful literary "lenses" are to helping students interpret a text in many different ways. Like Eagleton says, every teacher does "theory", it's just a matter if they want to come clean about it or not. Having the students think about narrating the story from another perspective is what Appleman is all about. Using Appleman's "lenses" (feminist, marxist, etc) will definitely help give me more flexiblity in lessons and most importantly I won't be bored reading 150 papers all working from the same static interpretation. The poetry section of this book is incredible. When she discusses poetry, it's all about how all kids can have the same poem but things pop out different to tehm. You can use her methods to discuss what poetry really is. If you one of the many public high school English Lit teachers that has been teaching for many years and believes there is ONE and only ONE WAY to interpret a piece of literature, this book is not for you...but it OUGHTA BE!!
Product Description
A student?s ability to read depends largely on the size and quality of his or her vocabulary. However, despite that fact, vocabulary instruction has not evolved to the same degree as instruction in word recognition, comprehension, and other areas of literacy. This book will change that. Containing selections by top names in reading research - Linda Gambrell, Jerry Johns, Timothy Rasinski , to name a few - it offers cutting-edge word-learning strategies for all students, including struggling, gifted, and English-language learners.
Book Description
There's no better way to deepen children's comprehension and appreciation of books than with literature circles. But let's face it, it's not always easy to plan, manage, and evaluate them—until now. Whether you're starting from scratch or just looking for new ideas, Moving Forward with Literature Circles provides all the tools you need—guidelines, minilessons, booklists, checklists, and more—to maintain a successful program in your classroom.
Customer Reviews:
Literature circles.......2006-11-10
This book is good but Harvey Daniels book provides a better explaination. This is a great second resource.
Moving Forward with Literature Circles.......2006-02-25
This is a teacher-friendly book, as well as being based in recent research. The text is easy to read with useful appendices and bibliography.
Different Approach.......2005-10-15
This book has good information and ideas. Howevever they promote a "discussion prompts" approach, rather than a "role sheets" approach. So if you're looking for help in teaching students about the Connector, Literary Luminary, Word Wizard and so on, this book is not it. However if the "roles" are not working for you, maybe this book would give you the different approach you need.
Very Helpful.......2003-05-25
This is a great book for those who are beginning to experiment with literature circles in the classroom. From start to finish this book gives ideal situations, practices and real examples. It also recognizes that literature circles often have many problems and frustrations and walks the reader through scenarios step by step. There are mini strategy lessons as well as reproducibles that are very helpful. I love this book and have already recommended it to many of my colleagues.
Very helpful, says my daughters teacher.......2002-03-24
First, I am one the authors' sisters. That said, these are the comments made by my daughter's teacher after getting this book as a gift.
"Where did you find out about this book? It is great, I love it."
I got to read bits of it as it was being written, and have since read the whole thing. It is helpful in assisting students to read to comprehend books, rather than just reading to write a book report or fill in the blank type tests.
Book Description
Discourse and Context in Language Teaching: A Guide for Language Teachers is part of the Cambridge Handbooks for Language for Language Teachers series. The paperback edition recommends that language teachers incorporate an awareness of discourse and pragmatics in their teaching if they truly wish to implement a communicative approach in their classrooms. After two introductory chapters on discourse and pragmatics, the authors show how a discourse perspective can enhance the teaching of traditional areas of linguistic knowledge (pronunciation, grammar, and vocabulary) and the teaching of language processing skills (listening, reading, writing, and speaking). This awareness of discourse is then carried over to curriculum development, assessment, and classroom research. With discussion questions and activities at the end of each chapter, this book can be used in methods courses or in-service training programs.
Book Description
Laughing Matters offers over 120 activities which will inject some light-hearted fun into lessons whilst still being grounded in respected language learning theory. Humour is a very effective way to help students remember key concepts and structures. The book contains step-by-step guidance on how to carry out the activities and suggestions for further work.
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