Mendeley出力
Intersections of Diversity, Literacy, and Learner Difficulties : Conversations between Teacher, Students and Researchers / edited by Theresa Abodeeb-Gentile, Dennis A. Conrad
| 資料タイプ | 電子ブック |
|---|---|
| 版 | 1st ed. 2022. |
| 出版者 | (Singapore : Springer Nature Singapore : Imprint: Springer) |
| 出版年 | 2022 |
| 大きさ | XI, 235 p. 15 illus., 1 illus. in color : online resource |
書誌詳細を非表示
| 一般注記 | 1. Premise of the Book: Considering Learner Difference and Literacy -- Section I Literacy Contexts: A Matter of Difference -- 2. “I’m Writing to Teach Those Who Do Not Know”: Making the Case for Inclusive Pedagogy that Values Difference and Capitalizes on Students’ Expertise -- 3. Collaboration in career and technical education to support all learners: Reflections and practices from the field -- 4. Effective planning and revising strategies for meeting the needs of students with learning difficulties and literacy needs -- 5. (Re)Framing Difficulty: ELLs and Literacy Instruction -- 6. Listen to their Voices: Early childhood Professionals Reflect on their Experiences Teaching Language Skills to Young Children -- 7. Stories of Teaching (and Learning how to Teach) Literacy to Diverse Learners in a Language Classroom -- Section II It’s Personal: Advocacy and Action -- 8. Learner Differences and Second Language Learning: A Post-Colonial Perspective -- 9. The Construction of Literacy Identity: Alice’s Story -- 10. An Ecological Examination of “Literacies”: A Mother’s Journey -- Section III Moving Forward & Building Bridges -- 11. Constructing Successful School Models for Inclusive Literacy: Supporting Student Success Through Strategic Instruction in Diverse Settings -- 12. Moving all up at Sireira Moderna Academy -- 13. Final Thoughts: Conversations, Intersections, and Education for All: Where to? -- Afterword This book invites readers to challenge, corroborate, and add to the discourse on more inclusive pedagogical practice. Presenting theoretically and empirically informed research, it highlights potential considerations regarding the intersections of diversity, literacy, and learner difficulties. These three areas provide a stage where opposing paradigms often pose challenges for educators and create unnecessary barriers to providing the best education for all learners. These barriers might reveal how students are positioned through a deficit lens rather than one that recognizes individual differences and how these learner differences sometimes result in labels or put students at increased risk of encountering difficulties. The contributing authors’ goals are to start and sustain a conversation that examines these perspectives and to offer counter-narratives to the deficit lens by recognizing that individual difference does not need to be a barrier to educational access. By examining opportunities for more inclusive educational success, this book encourages discourse among key stakeholders; further, it goes beyond problematizing to offer new avenues for optimal learning and inclusive pedagogy across multiple contexts HTTP:URL=https://doi.org/10.1007/978-981-19-3532-9 |
|---|---|
| 著者標目 | Abodeeb-Gentile, Theresa editor Conrad, Dennis A editor SpringerLink (Online service) |
| 件 名 | LCSH:Education LCSH:Literacy LCSH:School Psychology FREE:Education FREE:Literacy FREE:School Psychology |
| 分 類 | LCC:L1-991 DC23:370 |
| 書誌ID | EB16355408 |
| ISBN | 9789811935329 |