Interactive Literacy Education combines recent research and theory on technology-based instructional design for children’s literacy development. It is designed to show how technology can be used to build literacy learning environments that are compatible with students’ cognitive and social processes. The book includes information on the development and implementation of specific technological programs as well as various technologies that teachers can use to enhance their literacy learning environments. The intended audience is graduate students in literacy instruction, educational technology, curriculum design, special education and general teaching courses. Adapted from publisher's description.
Key Learning AreasEnglish
Subject HeadingsInformation and Communications Technology (ICT)
Roman & Littlefield, 2007
Adolescents spend nearly six hours a day online, with most of those hours focused on blogging. They often write on MySpace, Xanga, Bebo, LiveJournal, or some other site, investing time and energy in creating new or different social identities. Beyond the mainstream media hype about the dangers of adolescents and blogs, we find that these young people are developing 21st-century literacies – especially in information and visual literacy. Using Blogs to Enhance Literacy addresses the social, developmental and pedagogical issues surrounding the use of blogs and the implications that blogging has for current and future students. Adapted from publisher's description.
Key Learning AreasEnglish
Designing plans, setting questions, giving feedback and grading are all activities that teachers undertake on a regular basis. However, these activities often do not receive close examination. This book aims to provide a practical guide on the effective use of assessment. It includes the use of assessment tools and pedagogical design that help students deepen their learning. Major issues around assessment, with examples, are covered. The book is intended for teachers considering new assessment programs, school administrators and teaching development professionals. Adapted from publisher's description; also available via DA Direct.
Reclaiming Assessment describes 'a more humane, more educationally sound way' to conduct assessments than currently exists in national and state test-based accountability policies in the USA. It examines how Nebraska has rejected high-stakes testing in favor of teacher-designed assessments through a groundbreaking local-control assessment system. Presenting conceptual details and practical information for any state, district or school, Chris Gallagher focuses in on what makes Nebraska’s plan work and how it can transform classrooms and policies. He addresses how to engage teachers, students, colleagues and parents in a return to student-centred assessment. Adapted from publisher's description.
Allen and Unwin, 2007
Written from a social justice perspective, this book presents pedagogies to help students cope with the effects of 'dominant and subversive' masculinities in schools. Four case studies of successful secondary teachers and their practices are outlined. The book considers how each teacher provides quality educational experiences for all students under the broad themes of intellectual quality, connectedness, supportive classroom environments and working with and valuing difference. The alleged 'feminisation' of subjects such as English and the tendency to view boys as a 'disadvantaged group' are also explored. Points for further discussion in schools are suggested throughout the book. (Abstracted from review by Fred McArdle in Teacher December 2007. See also publisher's description.)
Subject HeadingsTeaching and learning
In an expanded and updated edition of Democratic Schools, Michael Apple and James Beane return to challenge reform movements such as No Child Left Behind by asserting that schools have a vital and historic connection to the continued success of a democratic way of life. This second edition includes essays from the previous edition and adds new material, including retrospectives on each chapter by its writer. The book aims to show how educators can make a lasting difference by taking a system-wide focus on critical and democratic education.