Gender Literacy Curriculum

Children Talking Television: The Making of Television Literacy David Buckingham, University of London, UK The Powers of Literacy: A Genre Approach to Teaching Writing Edited by Bill Cope and Mary Kalanizis, University of Technology, ...

Author: Alison Lee

Publisher: Taylor & Francis

ISBN: 1135345171

Category: Education

Page: 256

View: 292

First Published in 1996. Routledge is an imprint of Taylor & Francis, an informa company.

Literacy and Gender

Within the Literacy Hour this aspect of the curriculum has been primarily defined in terms of the choices teachers make from the range of genres specified in the Framework document. Reading a range of genres is now linked to ...

Author: Gemma Moss

Publisher: Routledge

ISBN: 1134566131

Category: Education

Page: 229

View: 976

Why are girls outperforming boys in literacy skills in the Western education system today? To date, there have been few attempts to answer this question. Literacy and Gender sets out to redress this state of affairs by re-examining the social organization of literacy in primary schools. In studying schooling as a social process, this book focuses on the links between literacy, gender and attainment, the role school plays in producing social difference and the changing pattern of interest in this topic both within the feminist community and beyond. Gemma Moss argues that the reason for girls’ relative success in literacy lies in the structure of schooling and in particular the role the reading curriculum plays in constructing a hierarchy of learners in class. Using fine-grained ethnographic analysis of reading in context, this book outlines methods for researching literacy as a social practice and understanding how different versions of what counts as literacy can be created in the same site.

Girls and Literacy in America

Lee combines feminist theories of curriculum and critical pedagogy with a linguistic approach to literacy to trace the production of gender difference through classroom dynamics, as well as the representation of the formal curriculum.

Author: Jane Greer

Publisher: ABC-CLIO

ISBN: 1576076660

Category: Education

Page: 379

View: 481

Uses essays, letters, diary entries, instructional materials, school newspapers and assignments, poetry, and short stories to present a historical reconstruction of girls' literacy in the United States.

Breaking the Cycle

In this important new book, Lynne Alvine and Linda Cullum provide real examples of classroom situations in which gender bias occurs and, more important, specific suggestions for addressing gender inequity in school contexts.

Author: Lynne B. Alvine

Publisher: Greenwood

ISBN:

Category: Education

Page: 198

View: 559

In this important new book, Lynne Alvine and Linda Cullum provide real examples of classroom situations in which gender bias occurs and, more important, specific suggestions for addressing gender inequity in school contexts.

The Routledge International Handbook of English Language and Literacy Teaching

It has sharpened debate over the range of texts that the curriculum should incorporate and what kinds of teaching they should lead to (Marsh and ... The literature on gender, literacy and attainment has a very different trajectory.

Author: Dominic Wyse

Publisher: Routledge

ISBN: 1135183147

Category: Education

Page: 581

View: 458

Reviews international research that is relevant to the teaching of English, language and literacy. This book locates research within theoretical context, drawing on historical perspectives.

Writing Learning

Latour , B. ( 1987 ) Science in Action , Cambridge , MA : Harvard University Press . Lee , A. ( 1996 ) Gender , Literacy , Curriculum – Re - writing School Geography , London : Taylor and Francis ...

Author: Brenton Doecke

Publisher: Wakefield Press

ISBN: 9781862546776

Category: Education

Page: 284

View: 297

Affirming the professional knowledge, practice, and engagement of teachers in the face of recurring media attacks on their profession, this examination of the role of writing in various teaching and learning contexts by English teachers provides richly reflective perspectives on the relationship between the writing and learning of both students and professionals.

The SAGE Handbook of Early Childhood Literacy

Gilbert, P. (with Rowe, K.) (1989) Gender, Literacy and the Classroom. ... Marsh, J. (1999) 'Batman and Batwoman go to school: popular culture in the literacy curriculum', International Journal of Early Years Education, 7(2): 117–31.

Author: Joanne Larson

Publisher: SAGE

ISBN: 1446265919

Category: Education

Page: 704

View: 804

This new edition of the much-loved Handbook of Early Childhood Literacy has been revised and updated to retain its cutting-edge focus on emergent and important areas of research. This comprehensive work guides the reader through current social, cultural and historical analysis on a global scale. The new edition contains a greater range of methodologies, and chapters on: - space and literacy - disabilities and early childhood literacy - digital literacies - indigenous literacy - play and literacy - policy In the Handbook, readers will find coverage of all the key topics in early childhood literacy. The exceptional list of contributors offers in-depth expertise in their respective areas of knowledge. The Handbook is essential for Undergraduate students; Masters students; PhD students; CPD students; researchers, and literacy-centre personel. 'The second edition of this internationally respected and widely used text encompases a myriad of new issues and insights, both through new contributions and thoughtfully revised chapters which raise fresh questions and challenges for research and practice. In pushing the boundaries still further, the handbook retains its rightful place at the forefront of research into early childhood literacy practice in the 21st century' -Professor Teresa Cremin, Open University UK 'This handbook provides in-depth knowledge of insights and theories about the dynamic process of how children come to know literacy as thinking humans in social and cultural spaces. There is a rich array of research perspectives of children's meaning-making through family and digital liteacies, play and literacy, and in-school and out-of-school literacy experiences' - Yetta Goodman, Regents Professor, University of Arizona

Learning to Teach in the Primary School

Moss, G. (2008) Literacy and Gender: Researching Texts, Contexts and Readers, London: Routledge. ... in particular, the 'literacy events' that shape children's perceptions of what is expected of them in the literacy curriculum.

Author: Teresa Cremin

Publisher: Routledge

ISBN: 1317800125

Category: Education

Page: 684

View: 616

Flexible, effective and creative primary school teachers require subject knowledge, an understanding of their pupils and how they learn, a range of strategies for managing behaviour and organising environments for learning, and the ability to respond to dynamic classroom situations. This third edition of Learning to Teach in the Primary School is fully updated with reference to the new National Curriculum, and has been revised to provide even more practical advice and guidance to trainee primary teachers. Twenty-two new authors have been involved and connections are now made to Northern Irish, Welsh and Scottish policies. In addition, five new units have been included on: making the most of your placement play and exploration in learning behaviour management special educational needs phonics. With Masters-level reflective tasks and suggestions for research-based further reading, the book provides valuable support to trainee teachers engaged in learning through school-based experience and through reading, discussion and reflections as part of a teacher education course. It provides an accessible and engaging introduction to knowledge about teaching and learning that every student teacher needs to acquire in order to gain qualified teacher status (QTS). This comprehensive textbook is essential reading for all students training to be primary school teachers, including those on undergraduate teacher training courses (BEd, BA with QTS, BSc with QTS), postgraduate teacher training courses (PGCE, SCITT) and employment-based teacher training courses (Schools Direct, Teach First), plus those studying Education Studies. This textbook is supported by a free companion website with additional resources for instructors and students and can be accessed at www.routledge.com/cw/Cremin.

Boys Early Literacy and Children s Rights in a Postcolonial Context

... to contextualise these ideas to create a deeper understanding of how these have shaped the ideas on gender and literacy pedagogies within the present socioculturally constructed ECEC system and early literacy curriculum in Malta.

Author: Charmaine Bonello

Publisher: Routledge

ISBN: 100058786X

Category: Education

Page: 144

View: 801

This book explores boys’ underachievement in literacy in early years education in Malta, using the dual lens of children’s rights and postcolonial theory. The author confronts issues in literacy attainment, early literacy learning and transitions to formal schooling with a case study from Malta. The book includes the voices of young boys who experience formal education from the age of five and adds a fresh perspective to existing literature in this area. Drawing on empirical research, the book traces the impact of foundational ideas of gender and early childhood, and makes practical recommendations to help young children experience socially just literacy education. This timely text will be highly relevant for researchers, educators and policymakers in the fields of literacy education, early childhood education, postcolonial education and children’s rights.

Handbook of Early Childhood Literacy

Golden, J. (1994) 'Heroes and gender: children reading and writing', English in Australia, 110. ... Marsh, J. (1999) 'Batman and Batwoman go to school: popular culture in the literacy curriculum', International Journal of Early Years ...

Author: Nigel Hall

Publisher: SAGE

ISBN: 1446206955

Category: Education

Page: 460

View: 621

"This volume examines early literacy research on a global scale and puts social, cultural, and historical analyses in the front seat--without losing sight of individual and family-level matters in the process. It is comprehensive, ground-breaking, and provocative, and should help literacy researchers to think differently about the field." --Marjorie Faulstich Orellana, School of Education and Social Policy, Northwestern University "No other publication that I am aware of brings together views from such diverse disciplines, contributing to a comprehensive statement about early childhood literacy. The Handbook not only reviews the current field of situated literacy but presents some important and exciting new research. It is a significant resource that promises to become a landmark text." --Eve Bearne, University of Cambridge, Faculty of Education, U.K. "This handbook brings together an astonishing array of writers who explore contemporary political, cultural, and cognitive understandings of early childhood literacy. Literacy and literacy acquisition are broadly defined here to encompass not just traditional notions of reading and writing, but multimodalities, multiliteracies, and critical literacies. . . It is rich and comprehensive, an invaluable resource for scholars, educators, and students of early childhood literacy." --Elsa Auerbach, Professor of English, University of Massachusetts, Boston "This book is unique in its broad consideration of topics and its global focus . . . I particularly appreciate how the editors have situated current research in an historical context. They have also included development issues, pedagogy, research, and the newest areas of interest--critical literacy and popular culture." --Diane Barone, University of Nevada, Reno In recent years there has been a virtual revolution in early childhood studies, with a mass of books and papers seeking to re-examine and reposition childhood. At the same time an equally significant area has developed within literacy studies, reflecting a growing interest in the nature of literacy as a socially situated phenomenon. There is increased interest in literacy as a multimodal concept in which symbolic meaning is a central concept, rather than more conventional and narrower notions of literacy. The Handbook of Early Childhood Literacy is central in providing access to all these different perspectives. The Handbook offers a way through the vast diversity of publications on early childhood literacy by providing comprehensive and up-to-date reviews of research and thinking in early childhood literacy. The arrangement of chapters reflects a contemporary perspective on research into early childhood literacy. Major sections include: the global world of early childhood literacy; childhood literacy and family, community and culture; the development of literacy in early childhood; pedagogy and early childhood literacy and researching early childhood literacy. Contributions by leading authorities focus on literacy as a socially situated and global experience, one that is evolving in relation to changes in contemporary culture and technological innovation.