Children’s Literature about Refugees
A catalyst in the classroom
Julia Hope describes her study on how primary school teachers use certain picturebooks and storybooks that relate refugee children’s experiences, so that young refugees feel validated and their classmates can understand something of what they’ve been through. It gives teachers both pedagogical support and the resources to tackle this urgent topic.
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A catalyst in the classroom
Julia Hope describes her study on how primary school teachers use certain picturebooks and storybooks that relate refugee children’s experiences, so that young refugees feel validated and their classmates can understand something of what they’ve been through. It gives teachers both pedagogical support and the resources to tackle this urgent topic.Harold Rosen
Writings on life, language and learning, 1958–2008
Harold Rosen was a leader of thought in the world of English teaching in the second half of the twentieth century. He and his colleagues forged and sustained a new understanding of the purpose and possibilities of the subject English within the school curriculum. This tribute to Rosen’s life and work contains over 50 pieces of his writing.
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Writings on life, language and learning, 1958–2008
Harold Rosen was a leader of thought in the world of English teaching in the second half of the twentieth century. He and his colleagues forged and sustained a new understanding of the purpose and possibilities of the subject English within the school curriculum. This tribute to Rosen’s life and work contains over 50 pieces of his writing.Success Stories from Secondary Foreign Languages Classrooms
Models from London school partnerships with universities
Six case studies describe best practice from Initial Teacher Education partnerships between universities and schools across London. They show how learning foreign languages succeeds in secondary schools when underpinned by a strong theoretical framework and offer practical approaches that will keep students learning languages after the age of 14.
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Models from London school partnerships with universities
Six case studies describe best practice from Initial Teacher Education partnerships between universities and schools across London. They show how learning foreign languages succeeds in secondary schools when underpinned by a strong theoretical framework and offer practical approaches that will keep students learning languages after the age of 14.Guiding Readers – Layers of Meaning
A handbook for teaching reading comprehension to 7-11-year-olds
Reading comprehension is so much more than just reading words, and this book explains how to develop all aspects of it for pupils aged 7–11. Written by top experts in the field, it includes eleven in-depth case studies – taken from real-life classrooms – of lessons on fiction and non-fiction, poetry and picture books, advertising and film.
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A handbook for teaching reading comprehension to 7-11-year-olds
Reading comprehension is so much more than just reading words, and this book explains how to develop all aspects of it for pupils aged 7–11. Written by top experts in the field, it includes eleven in-depth case studies – taken from real-life classrooms – of lessons on fiction and non-fiction, poetry and picture books, advertising and film.EAL pupils in London schools
A success story against the odds
In this lecture Professor Catherine Wallace explores the literacy and language development of two groups of EAL (English as an Additional Language) pupils in London schools: Year 5 pupils in a primary school and Year 8 new arrivals in a secondary school.
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A success story against the odds
In this lecture Professor Catherine Wallace explores the literacy and language development of two groups of EAL (English as an Additional Language) pupils in London schools: Year 5 pupils in a primary school and Year 8 new arrivals in a secondary school.Which Book and Why
Using Book Bands and book levels for guided reading in Key Stage 1
This book will be valuable not only to professionals in schools, but also to trainee teachers at the very start of their journey into teaching.
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Using Book Bands and book levels for guided reading in Key Stage 1
This book will be valuable not only to professionals in schools, but also to trainee teachers at the very start of their journey into teaching.A Pedagogy of Poetry
through the poems of W.B. Yeats
Using eleven of Yeats’s poems, John Gordon explores ways of thinking about and teaching poetry in secondary schools and at undergraduate level. He draws together commentary, research, and his own professional experience, to enable his readers to apply the key principles he identifies to teaching a broad range of poems effectively and memorably.
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through the poems of W.B. Yeats
Using eleven of Yeats’s poems, John Gordon explores ways of thinking about and teaching poetry in secondary schools and at undergraduate level. He draws together commentary, research, and his own professional experience, to enable his readers to apply the key principles he identifies to teaching a broad range of poems effectively and memorably.Reading Recovery and Every Child a Reader
History, policy, and practice
This book describes the operation, training, and infrastructure of the early literacy interventions Reading Recovery and Every Child a Reader.The story is a model of how effective interventions need to be supported to ensure that their effectiveness is not jeopardized as they expand in scale and scope.
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History, policy, and practice
This book describes the operation, training, and infrastructure of the early literacy interventions Reading Recovery and Every Child a Reader.The story is a model of how effective interventions need to be supported to ensure that their effectiveness is not jeopardized as they expand in scale and scope.Reading the World
What young children learn from literature
By making and sharing stories, we come to understand our world and everything in it. Our lives are enhanced by the narratives we encounter, make and share – yet the time schools and preschools devote to reading and telling stories ever diminishes and now focuses primarily on literacy, not literature. This book is about stories and young children. The first part sets the theoretical framework: semiotics, narrative, culture, cultural tools. The second section looks at the oral tradition, wordless picture books, picture books with words, chapter books, popular culture and translation. The final section considers issues around controversy in literature, children as narrators, and what children do to adopt and subvert the world through their role play – their own acted out narratives. Reading the World is invaluable for early years teachers, nursery nurses, teaching assistants and other practitioners, but will appeal also to parents and carers, those who teach children at Key stages 1 and 2 and to students on initial teacher training courses. It will be of interest to the growing body of students following programmes on children’s literature and book making.
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What young children learn from literature
By making and sharing stories, we come to understand our world and everything in it. Our lives are enhanced by the narratives we encounter, make and share – yet the time schools and preschools devote to reading and telling stories ever diminishes and now focuses primarily on literacy, not literature. This book is about stories and young children. The first part sets the theoretical framework: semiotics, narrative, culture, cultural tools. The second section looks at the oral tradition, wordless picture books, picture books with words, chapter books, popular culture and translation. The final section considers issues around controversy in literature, children as narrators, and what children do to adopt and subvert the world through their role play – their own acted out narratives. Reading the World is invaluable for early years teachers, nursery nurses, teaching assistants and other practitioners, but will appeal also to parents and carers, those who teach children at Key stages 1 and 2 and to students on initial teacher training courses. It will be of interest to the growing body of students following programmes on children’s literature and book making.Poetry and Childhood
An academic book aimed to give serious critical attention to the poetry of childhood. It is based on a conference organised by Morag Styles for the British Library and the University of Cambridge. It looks at key poets of childhood from the past and at the poetry for children by present English Poet Laureate, Carol Ann Duffy.
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An academic book aimed to give serious critical attention to the poetry of childhood. It is based on a conference organised by Morag Styles for the British Library and the University of Cambridge. It looks at key poets of childhood from the past and at the poetry for children by present English Poet Laureate, Carol Ann Duffy.
