Author: Ueli Hirt, Beat Wälti
Editor: Kallmeyer
Author: Jean Baudet
Editor: Vuibert
Author: Marvin Hoffman
Editor: Teachers College Press
Product Description
In this new volume in the Between Teacher and Text Series, Marvin Hoffman provides a contemporary interpretation of a classic text for education reformers around the world. Published in 1967, Letter to a Teacher by the Schoolboys of Barbiana was a searing indictment of class bias in Italian schools. When the English translation was released in 1970, its ideas about education and socioeconomic class influenced an entire generation of American educators. Featuring most of the original text coupled with Hoffman s insightful commentary, You Won t Remember Me provides an alternative vision of how today s public schools can provide a quality education for all children. Alongside the enduring voices of the Schoolboys of Barbiana, Hoffman addresses the purposes of education, the insidious effects of race and class, and what can and should be done to help students rise above social impediments to learning.
Author: Herbert R. Kohl
Editor: Harper Paperbacks
Product Description
Herbert Kohl, one of America's most influential and provocative educators, believes that the only way to persist and to grow as a teacher is to commit oneself to the development of the child rather than to the regimented training of the pupil. His book is a lively, personal testament of one teacher's efforts to cultivate the natural vitality of the learning process; it is also a wondefully concrete and practical guide full of stories of individual students and how they were helped to grow through learning.
Author: Gordon Wells
Editor: Cambridge University Press
Product Description
For more than a quarter century, the polemics surrounding educational reform have centered on two points of view: those that favor a "progressive" child-centered form of education, and those that would prefer a return to a more structured, teacher-directed curriculum that emphasizes basic knowledge and skills. Vygotsky's social constructivist theory offers an alternative solution, placing stress on coconstruction of knowledge by more and less mature participants engaging in joint activity. This theory offers semiotic mediation as the primary means of obtaining knowledge, whereby the less mature participants can seek solutions to everyday problems by using resources existing in society. In addition to using illustrative examples from classroom studies, this book provides a comparative analysis of the theories and complementary developments in works by Vygotsky and the linguist M.A.K. Halliday. This unique volume will be of tremendous benefit to researchers in the fields of education, sociolinguistics, and psychology.
Author: Klaus Rödler
Editor: Kallmeyer
Author:
Editor: Klinkhardt
Author: Herbert Kohl
Editor: Plume
Author: Rolf Oerter, Leo Montada
Editor: BeltzPVU
Author: Heidrun Pelz
Editor: Hoffmann + Campe Vlg GmbH
Author: Mia Kellmer Pringle, Mia Kellmer Pringle
Editor: Klett-Cotta
Author: Hans Aebli
Editor: Klett-Cotta J. G. Cotta'sche Buchhandlung Nachfolger
Author: Joseph P. Forgas
Editor: BeltzPVU
Author: Françoise Dolto
Editor: Pocket
Author: Guido Grandt, Michael Grandt
Editor: Alibri
Author: Heinz Günnewig
Editor: Kohlhammer W.
Author: Christoph Lindenberg
Editor: Rowohlt TB-V., Rnb.
Author: Barbara Esser, Christiane Wilde
Editor: Rowohlt Tb.
Author: Karl Stöcker
Editor:
Author: Rudolf Dreikurs, Bernice Br. Grunwald, Floy C. Pepper
Editor: Beltz
Author: Vivian Gussin Paley
Editor: Harvard University Press
Book Description
Vivian Paley presents a moving personal account of her experiences teaching kindergarten in an integrated school within a predominantly white, middle-class neighborhood. In a new preface, she reflects on the way that even simple terminology can convey unintended meanings and show a speaker's blind spots. She also vividly describes what her readers have taught her over the years about herself as a "white teacher."
Author: David Ruelle
Editor: Penguin Putnam~trade
Book Description
How do scientists look at chance, or randomness, and chaos in physical systems? In answering this question for a general audience, Ruelle writes in the best French tradition: he has produced an authoritative and elegant book--a model of clarity, succinctness, and a humor bordering at times on the sardonic.
Author: Gunther Kress
Editor: Routledge
Product Description
Gunther Kress argues for a radical reappraisal of the phenomenon of literacy, and hence for a profound shift in educational practice. Through close attention to the plethora of objects which children constantly produce--drawings, cut-outs, writings and collages-- Kress suggests a set of principles which reveal the underlying coherence of children's actions-- actions which allow us to connect them with attempts to make meaning before they acquire language and writing.
This book provides fundamental challenges to commonly held assumptions about both language and literacy and thought and action. It places these challenges within the context of speculation about the abilities which will become essential for children as young adults, and calls for the radical decentering of language in educational theory and practice.
Author: Hilbert Meyer
Editor:
Author: Hilbert Meyer
Editor: Cornelsen
Author: Heinz von Foerster, Ernst von Glasersfeld, Peter M. Hejl
Editor: Piper
Author: Georges Charpak
Editor: Flammarion
Author: Vivian Gussin Paley
Editor: Harvard University Press
Book Description
Teachers are often taught that young children are incapable of logical thought. Prone to fantasy and unruffled by inconsistency, preschool children are frequently baffled by the first lessons of early schooling. Trained to gently resist the child's illogic, teachers sometimes create just the incomprehension and anxiety they mean to avoid. In Wally's Stories, Vivian Paley shows that none of this need be so.
Wally's Stories is itself a story: the story of the evolution of a kindergarten classroom in which Vivian Paley learned to stop fighting childish fantasy and instead make use of it to stimulate the very best brand of thinking her five year-olds can muster. Stories also lie at the heart of her classroom: stories that are first told by one of the children, then transcribed by the teacher, and then acted out by the class in dramatic productions of their own design. Vivian Paley shows that in the course of creating their own dramatic world, five-year-olds are capable of thought and language far in advance of what they accomplish in traditional classroom exercises. The children's stories also become a vehicle that they can use to explain themselves to their teacher and to one another. Together, teacher and children develop an unusual environment, one that is logical and literate, based on rules of fairness, friendship, and fantasy.
Vivian Paley's book is as refreshing as her teaching method. A new kind of book about a new kind of classroom.
Author: Otto Petrovic, Norbert Kailer, Josef Scheff
Editor: Hampp, Mering