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21.
The teacher readaloud is an instructional tool established in its ability to foster children's language and literacy development. Increasing cultural and linguistic diversity and changing standards place pressure on teachers to provide literacy and language instruction relevant to children's everyday lives and learning. This article presents a framework for conducting culturally and linguistically relevant readalouds within two essential components, talk and text, in terms of developing cultural competence, maintaining high academic expectations, and fostering a critical stance. Particular attention is given to the interactive nature of these readalouds and how they can be used to promote children's active co-construction of textually-based meaning. 相似文献
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J. Bruce Francis Michalina Vaughan Colin Flood Page Sally Tomlinson R. A. Becher Margaret C. Ives John Urry K. G. Collier Meir Zadok Charles Carter Jürgen Schramm Jean Barry Graeme C. Moodie Donald Bligh R. A. King D. G. Mulcahy Peter Scott F. R. Charmer T. R. Bone John A. Hughes Roger Greenhough Alec M. Ross John Wakeford Joyce Skinner Duncan B. Nimmo Cedric Cullingford L. R. B. Elton 《Higher Education》1979,8(6):709-744
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Sally Beveridge 《欧洲特需教育杂志》2013,28(1):3-16
Schools are required to develop policies and practices in line with the principles of both partnership with parents and pupil participation. However, there is increasing recognition of the potential tensions that may exist between these two principles. This paper reports on a study that aimed to explore the question of how schools might develop their home–school relationships in ways that enhance rather than constrain pupil participation. It focuses on the perspectives of children aged 6 to 16 years (with and without special educational needs), parents and teachers concerning children's involvement in decision-making at home and at school, and their participation within the home–school relationship. The findings highlight the need for schools to develop a coherent view of what active participation means for children and a vocabulary to communicate about this not only with pupils and staff across the whole school, but also with parents. They demonstrate that there is scope for two-way support between parents and teachers in relation to the promotion of children's involvement in decision-making both at home and at school. Further, they illustrate the complex and evolving three-way partnership between parent–child–teacher that is central to the home–school relationship. While it is acknowledged that children may rightly wish to keep a distance between aspects of home and school life, it is argued that there is a need for schools to give explicit consideration to the place of pupil participation within the home–school relationship. 相似文献
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David Halpin Marny Dickson Sally Power Geoff Whitty Sharon Gewirtz 《Curriculum Journal》2013,24(3):197-206
The English EAZ experience illustrates the difficulties of developing an innovative, responsive and inclusive curriculum within an evaluative state characterized by high stakes testing. Consequently, while government exhortations to ‘raise standards’, ‘innovate’ and ‘promote social inclusion’ clearly serve an important rhetorical function, they may underestimate the challenges involved and overestimate the capacity of schools within disadvantaged areas to ‘make a difference’. 相似文献
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Sally Morris 《Learned Publishing》1998,11(3):199-204
A rapid survey of the key current issues and changes in the copyright and licensing environment. Briefly discusses the reasons why there is so much change, and in particular the changing attitudes of both authors and customers towards publishers. Surveys the new contractual problems confronting publishers; the requirements for doing business electronically in future; major legal changes; and developments in licensing. Concludes by considering how publishers can influence what happens. 相似文献