Genre and Writing
Author: Wendy Bishop, Hans A. Ostrom
The theory and criticism of genres of writing was once a stable, staid area of English studies, based largely on a fixed taxonomy of genres and on the tenets of formalism. But with the rise of different postmodern theories, work in sociolinguistics, and the influence of contemporary research, these notions are now under dispute. Wendy Bishop and Hans Ostrom's new book takes a broad look at the new concepts and applications of "genre," presenting several theoretical, critical, and pedagogical perspectives. This collection includes many essays that explicitly concern and/or take into account student writing, including essays exploring links between "process" pedagogy and genre, and between social epistemic pedagogy and genre. Other essays explore the acquisition of genre familiarity; still others, the several possible social functions of genre. By design, these pieces often echo one another, or argue dialectically, in effect collaborating to pursue arguments and lines of inquiry about textual forms and functions. An additional team of contributors wrote brief responses to some of the essays as a way of building conversation and dialogue into the structure of the collection, as a way of inviting readers to imagine their own responses. To showcase these different perspectives, the editors have divided this volume into four sections, comprised of one to six essays each (some with responses), and three intersections where two essayists were paired because their texts either talked to, complicated, or illustrated one another. Bishop and Ostrom state, "Our purpose in stretching and teasing academic writing is not to be clever just for the sake of cleverness; instead we believe that a collection on genre should sweep around its own back door, so to speak; also we know the stretching and teasing and conversing will multiply useful connections, the ones most of us are trying to make these days between our lived lives, our teaching, our scholarship, and our research." Anyone trying to make connections of their own will find this book essential reading.
This volume discusses semiotics in mathematics education as an activity with a formal sign system, in which each sign represents something else. Theories presented by Saussure, Peirce, Vygotsky and other writers on semiotics are summarized in their relevance to the teaching and learning of mathematics. The significance of signs for mathematics education lies in their ubiquitous use in every branch of mathematics. Such use involves seeing the general in the particular, a process that is not always clear to learners. Therefore, in several traditional frameworks, semiotics has the potential to serve as a powerful conceptual lens in investigating diverse topics in mathematics education research. Topics that are implicated include (but are not limited to): the birth of signs; embodiment, gestures and artifacts; segmentation and communicative fields; cultural mediation; social semiotics; linguistic theories; chains of signification; semiotic bundles; relationships among various sign systems; intersubjectivity; diagrammatic and inferential reasoning; and semiotics as the focus of innovative learning and teaching materials.
This text provides the most up-to-date information on evidence-based practice, the concepts underlying evidence-based practice, and implementing evidence into the rehabilitation practice. This text is organized by the steps of the process of evidence-based practice--introduction to evidence-based practice, finding the evidence, assessing the evidence, and using the evidence.
Advances in Mathematics Education is a new and innovative book series published by Springer that builds on the success and the rich history of ZDM—The Inter- tional Journal on Mathematics Education (formerly known as Zentralblatt für - daktik der Mathematik). One characteristic of ZDM since its inception in 1969 has been the publication of themed issues that aim to bring the state-of-the-art on c- tral sub-domains within mathematics education. The published issues include a rich variety of topics and contributions that continue to be of relevance today. The newly established monograph series aims to integrate, synthesize and extend papers from previously published themed issues of importance today, by orienting these issues towards the future state of the art. The main idea is to move the ?eld forward with a book series that looks to the future by building on the past by carefully choosing viable ideas that can fruitfully mutate and inspire the next generations. Taking ins- ration from Henri Poincaré (1854–1912), who said “To create consists precisely in not making useless combinations and in making those which are useful and which are only a small minority.
Classrooms provide extremely varied settings in which learning may take place, including teacher-led conversations, small group unguided discussions, individual problem solving or computer supported collaborative learning (CSCL). Transformation of Knowledge through Classroom Interaction examines and evaluates different ways which have been used to support students learning in classrooms, using mathematics and science as a model to examine how different types of interactions contribute to students’ participation in classroom activity, and their understanding of concepts and their practical applications. The contributions in this book offer rich descriptions and ways of understanding how learning occurs in both traditional and non-traditional settings. Combining theoretical perspectives with practical applications, the book includes discussions of: the roles of dialogue and argumentation in constructing knowledge the role of guidance in constructing knowledge abstracting processes in mathematics and science classrooms the effect of environment, media and technology on learning processes methodologies for tracing transformation of knowledge in classroom interaction. Bringing together a broad range of contributions from leading international researchers, this book makes an important contribution to the field of classroom learning, and will appeal to all those engaged in academic research in education.
The Unanswered Question
Author: Leonard Bernstein
Publisher: Harvard University Press
The aesthetic origins and directions of music are explored, touching upon concepts and visualizations from such fields as poetry, linguistics, and physics
Aims to provide a systematic perspective on some central psychological mechanisms underlying the spontaneous production of interlanguage (IL) speech. The text develops a framework that represents a theory of processability of grammatical structures, referred to as "Processability Theory".
Drawing on an extensive international body of statistical and research evidence, the book analyses the social, economic, and educational trends of the 21st century. It also presents six possible scenarios for school systems over the next 10-20 years.
A book for teachers that is designed to demonstrate the importance of drama as a teaching method and ways of using it to implement the National Curriculum within English. The final chapters discuss drama as a curriculum framework and suggests ways to manage and plan drama in Key Stages 2/3. Other books by this author include Making Sense of Drama and Structuring Drama World.
This volume, in its 25 definitive chapters on normal and nonnormal language development, represents the authoritative and up-to-date complete sourcebook on child language development. All aspects of child language development are addressed, including phonetics, phonology, grammar, and lexical development. Connectionism and government-binding theory, as applied to language development, are fully represented. The relevance of input, cognition, and social factors to language development is explored. Chapters on methodology, particularly using computer databases, are provided for both normal and nonnormal acquisition.