|
Showing 1 - 12 of
12 matches in All Departments
The central assumption of The Textbook as Discourse is this:
interpreted in the flow of history, textbooks can provide important
insights into the nature and meaning of a culture and the social
and political discourses in which it is engaged. This book is about
the social, political and cultural content of elementary and
secondary textbooks in American education. It focuses on the nature
of the discourses?the content and context?that represent what is
included in textbooks. The term "discourse" provides the conceptual
framework for the book, drawing on the work of the French social
theorist Michel Foucault. The volume includes classic articles and
book chapters as well as three original chapters written by the
editors. To enhance its usefulness as a course text, each chapter
includes an Overview, Key Concepts, and Questions for
Reflection.
The central assumption of The Textbook as Discourse is this:
interpreted in the flow of history, textbooks can provide important
insights into the nature and meaning of a culture and the social
and political discourses in which it is engaged. This book is about
the social, political and cultural content of elementary and
secondary textbooks in American education. It focuses on the nature
of the discourses the content and context that represent what is
included in textbooks. The term "discourse" provides the conceptual
framework for the book, drawing on the work of the French social
theorist Michel Foucault. The volume includes classic articles and
book chapters as well as three original chapters written by the
editors. To enhance its usefulness as a course text, each chapter
includes an Overview, Key Concepts, and Questions for
Reflection.
This special issue calls for a greater awareness of computing as a
critical area of study for those interested in educational studies.
Its purpose is to open up a wider dialogue about computing and
education than has previously existed in the field. The questions
raised provide the basis for a lively discussion and analysis of
the role of educational studies in interpreting the role of
computing in our culture and educational system. This issue also
provides a model for exploring other topics of similar significance
and importance to the field in future issues of the journal.
Computers, Curriculum, and Cultural Change: An Introduction for
Teachers, Second Edition is a comprehensive introduction to using
computers in educational settings. What distinguishes this text
from others on the topic is its focus on: the issue of how
computers are redefining our culture and society and the work of
schools; the idea of using the computer as a tool for increasing
efficiency and productivity in curriculum; and the concept of the
computer as a tool not only for efficiency, but actually as a means
of enhancing intelligence. This text provides students with an
introduction to basic computer skills and experience, enhanced by
helpful pedagogical aids, including case studies and highlighted
features, such as Portfolio Development, Reflective Practice,
Computing Timelines, Filmographies, bibliographical sources, and a
text-linked glossary of key computer terms. New in the Second
Edition: In addition to being thoroughly updated, a new section has
been added to Chapter 1, "Creating an Electronic Portfolio," with
activities linked to the standards for educational computing
established by the International Society for Technology in
Education (ISTE). Electronic portfolio activities at the end of
each chapter give students the hands-on practical skills they need
and, at the same time, cover the necessary theoretical and
conceptual material for an introductory educational computing
course.
W. E. B. Du Bois is arguably the most important Black intellectual
of the twentieth century and among the most important intellectual
figures in modern African social thought. One of the founders of
Pan-Africanism and a key figure in the postwar African liberation
movement, he was champion of Africa and its people throughout his
life. Despite this fact, his work on Africa has been
underemphasized in scholarly writing about him. This book brings
together for the first time Du Bois's writings on Africa from the
beginning of the twentieth century to his death in the early 1960s.
Including over 50 magazine and journal articles, poems and book
chapters, the works included in this volume clearly show not only
Du Bois's genius as a writer, but his profound understanding of how
the quest for racial equality involved all of the people of African
origin who suffered under colonial rule in Africa and in the Black
disapora. The editors include a historical introduction, headnotes
and a bibliography of Du Bois's work on Africa.
W. E. B. Du Bois is arguably the most important Black intellectual
of the twentieth century and among the most important intellectual
figures in modern African social thought. One of the founders of
Pan-Africanism and a key figure in the postwar African liberation
movement, he was champion of Africa and its people throughout his
life. Despite this fact, his work on Africa has been
underemphasized in scholarly writing about him. This book brings
together for the first time Du Bois's writings on Africa from the
beginning of the twentieth century to his death in the early 1960s.
Including over 50 magazine and journal articles, poems and book
chapters, the works included in this volume clearly show not only
Du Bois's genius as a writer, but his profound understanding of how
the quest for racial equality involved all of the people of African
origin who suffered under colonial rule in Africa and in the Black
disapora. The editors include a historical introduction, headnotes
and a bibliography of Du Bois's work on Africa.
"Computers, Curriculum, and Cultural Change: An Introduction for
Teachers, Second Edition" is a comprehensive introduction to using
computers in educational settings. What distinguishes this text
from others on the topic is its focus on:
*the issue of how computers are redefining our culture and society
and the work of schools;
*the idea of using the computer as a tool for increasing efficiency
and productivity in curriculum; and
*the concept of the computer as a tool not only for efficiency, but
actually as a means of enhancing intelligence.
This text provides students with an introduction to basic computer
skills and experience, enhanced by helpful pedagogical aids,
including case studies and highlighted features, such as Portfolio
Development, Reflective Practice, Computing Timelines,
Filmographies, bibliographical sources, and a text-linked glossary
of key computer terms.
New in the Second Edition: In addition to being thoroughly updated,
anew section has been added to Chapter 1, "Creating an Electronic
Portfolio," with activities linked to the standards for educational
computing established by the International Society for Technology
in Education (ISTE). Electronic portfolio activities at the end of
each chapter give students the hands-on practical skills they need
and, at the same time, cover the necessary theoretical and
conceptual material for an introductory educational computing
course.
The great International Expositions of the late nineteenth and
early twentieth centuries brought together the world's political,
intellectual, and industrial leaders for the exchange of
information and ideas. They also promoted specific cultural values
and belief systems. In this book, Eugene F. Provenzo, Jr. looks
specifically at the educational exhibits at the 1876 Philadelphia
Centennial Exhibition, the 1893 World's Columbian Exposition, and
the 1904 Louisiana Purchase Exposition. In doing so, he
demonstrates how the educational exhibits functioned as critical
transfer points for the exchange of educational ideas and
innovations between Europe, Asia, and the United States. In
addition, he examines how many of the exhibits reflected a dominant
Western hegemony and racist assumptions about the superiority of
Western culture and education.
A volume in Landscapes of Education Series Editors: William H.
Schubert, University of Illinois at Chicago & Ming Fang He,
Georgia Southern University Multiliteracies: Beyond Text and the
Written Word emphasizes literacies which are, or have been, common
in American culture, but which tend to be ignored in more
traditional discussions of literacy-specifically textual literacy.
By describing multiliteracies or alternative literacies, and how
they function, we have tried to develop a broader understanding of
what it means to be literate in American culture. The 39 topical
essays/chapters included in this work represent a sampler of both
old and new literacies that are clearly at work in American
culture, and which go beyond more traditional textual forms and
models. Multiliteracies: Beyond Text and the Written Word asks: How
is the experience of students changing outside of traditional
schools, and how do these changes potentially shape the work they
do, how they learn, and the lives they lead in schools and less
formal settings? This work assumes that our increasing diversity in
a postmodern and increasingly global society brings with it demands
for a broader understanding of what it means to be literate.
Multiliteracy "literally" becomes a necessity. This work is a
guidebook to the new reality, which is increasingly so important to
schools and the more general culture.
A volume in Landscapes of Education Series Editors: William H.
Schubert, University of Illinois at Chicago & Ming Fang He,
Georgia Southern University Multiliteracies: Beyond Text and the
Written Word emphasizes literacies which are, or have been, common
in American culture, but which tend to be ignored in more
traditional discussions of literacy-specifically textual literacy.
By describing multiliteracies or alternative literacies, and how
they function, we have tried to develop a broader understanding of
what it means to be literate in American culture. The 39 topical
essays/chapters included in this work represent a sampler of both
old and new literacies that are clearly at work in American
culture, and which go beyond more traditional textual forms and
models. Multiliteracies: Beyond Text and the Written Word asks: How
is the experience of students changing outside of traditional
schools, and how do these changes potentially shape the work they
do, how they learn, and the lives they lead in schools and less
formal settings? This work assumes that our increasing diversity in
a postmodern and increasingly global society brings with it demands
for a broader understanding of what it means to be literate.
Multiliteracy "literally" becomes a necessity. This work is a
guidebook to the new reality, which is increasingly so important to
schools and the more general culture.
Describes the history and purpose of outdoor play areas. Both a
reminiscence and a practical manual, this study probes the
philosophy of play, the stages of a child's behaviour and social
interaction in recreation, and the educational value of
playgrounds.
|
You may like...
Loot
Nadine Gordimer
Paperback
(2)
R398
R330
Discovery Miles 3 300
Tenet
John David Washington, Robert Pattinson, …
DVD
R53
Discovery Miles 530
|