|
|
|
Item Details
Title:
|
INSPIRING DIALOGUE
TALKING TO LEARN IN THE ENGLISH CLASSROOM |
By: |
Mary M. Juzwik, Anne Heintz, Martin Nystrand (Foreword) |
Format: |
Hardback |
List price:
|
£72.00 |
Our price: |
£69.84 |
Discount: |
|
You save:
|
£2.16 |
|
|
|
|
ISBN 10: |
0807754684 |
ISBN 13: |
9780807754689 |
Availability: |
Usually dispatched within 1-3 weeks.
Delivery
rates
|
Stock: |
Currently 0 available |
Publisher: |
TEACHERS' COLLEGE PRESS |
Pub. date: |
4 October, 2013 |
Series: |
Language and Literacy Series |
Pages: |
176 |
Synopsis: |
Inspiring Dialogue helps new English teachers make dialogic teaching practices a central part of their development as teachers, while also supporting veteran teachers who would like new ideas for inspiring talk in their classrooms. Chapter by chapter, the book follows novice teachers as they build a repertoire of practices for planning for, carrying out, and assessing their efforts at dialogic teaching across the secondary English curriculum. The text also includes a section to support dialogic teacher learning communities through video study and discourse analysis. Providing a thorough discussion of the benefits of dialogic curriculum in meeting the objectives of the Common Core State Standards, this book with its companion website is an ideal resource for teacher development. Book Features: Dialogic tools for step-by-step planning within a lesson, over the course of a unit, or during an entire academic year. A user-friendly, interactive layout designed for new teachers who are pressed for time. Classroom examples addressing the challenges English teachers may face in stimulating rich learning talk in an era of standardization.A companion website with additional examples, activities, and course material. |
Publication: |
US |
Imprint: |
Teachers' College Press |
Returns: |
Returnable |
|
|
|
|
Ramadan and Eid al-Fitr
A celebratory, inclusive and educational exploration of Ramadan and Eid al-Fitr for both children that celebrate and children who want to understand and appreciate their peers who do.
|
|
|
|
|
|
|
|
|
|
|