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This book contributes to the innovation of writing education and
research globally by providing crucial insights into how the
structures and aims of literacy curricula vary internationally. It
examines how nine education systems across five continents
represent 'good writing' in curricula that shape students'
experiences learning to write in school. The book presents
curricular analyses aimed at providing insight into how writing
development can be better supported through innovative policy and
research. The findings regarding international variation are
presented under three broad dimensions: social and contextual
factors that shape writing curricula; the discourses of writing
reflected in curricula and official documents; and hallmarks of
classroom practice, including the relationship with official
discourse. Case study chapters present integrated inductive and
deductive document analyses, findings of which are compared in a
concluding, cross-case analysis chapter. Offering a detailed
comparative analysis of writing research, International
Perspectives on Writing Curricula and Development will be of great
interest to academics, researchers and students in the fields of
education, literacy and curriculum studies. It will also be
relevant reading for policymakers and curriculum designers. The
Open Access version of this book, available at
www.taylorfrancis.com/books/edit/10.4324/9781003051404, has been
made available under a Creative Commons Attribution-Non
Commercial-No Derivatives 4.0 license.
This book contributes to the innovation of writing education and
research globally by providing crucial insights into how the
structures and aims of literacy curricula vary internationally. It
examines how nine education systems across five continents
represent 'good writing' in curricula that shape students'
experiences learning to write in school. The book presents
curricular analyses aimed at providing insight into how writing
development can be better supported through innovative policy and
research. The findings regarding international variation are
presented under three broad dimensions: social and contextual
factors that shape writing curricula; the discourses of writing
reflected in curricula and official documents; and hallmarks of
classroom practice, including the relationship with official
discourse. Case study chapters present integrated inductive and
deductive document analyses, findings of which are compared in a
concluding, cross-case analysis chapter. Offering a detailed
comparative analysis of writing research, International
Perspectives on Writing Curricula and Development will be of great
interest to academics, researchers and students in the fields of
education, literacy and curriculum studies. It will also be
relevant reading for policymakers and curriculum designers. The
Open Access version of this book, available at
www.taylorfrancis.com/books/edit/10.4324/9781003051404, has been
made available under a Creative Commons Attribution-Non
Commercial-No Derivatives 4.0 license.
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