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This book is about supporting all children to overcome their
individual challenges to literacy. It is about considering the
whole child when exploring options for interventions and accepting
that many children have more than one need. It examines the many
factors that can contribute to literacy difficulties and highlights
the importance of understanding the wider context when considering
them. The text draws on the latest research in education,
psychology , neurology and sociology to illustrate how children's
literacy development can be mapped against difficulties in other
areas of their lives. This is a ground-breaking and accessible book
for all trainee and existing primary teachers working with young
children who are experiencing difficulty with reading, written and
spoken language.
Why is it that some university teachers seem to make a
life-changing contribution to the education of their students? What
motivates some teachers to care about their students and their
work, even in the most difficult circumstances? Invisible Threads
of Pedagogic Care tackles these questions, and provides a rich
insight into the minds and lives of a group of university academics
who appear to be compelled to care. This work uses autobiographical
and phenomenological methods to examine the origins of caring
beliefs about teaching and uses these to provide insights into how
caring teachers may enhance students' learning. The study
contributes to an under-theorized account of academic work that
weaves values, emotions and pedagogic scholarship and examines
their effects on students' learning whilst at university. At a time
when higher education is in the midst of profound change, this work
provides a rich counterpoint of experiences and ethics that might
develop as a result of caring teaching.
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