The first part of the book defines and describes thirty-seven threshold concepts of the discipline in entries written by some of the field’s most active researchers and teachers, all of whom participated in a collaborative wiki discussion guided by the editors. These entries are clear and accessible, written for an audience of writing scholars, students, and colleagues in other disciplines and policy makers outside the academy. Contributors describe the conceptual background of the field and the principles that run throughout practice, whether in research, teaching, assessment, or public work around writing. Chapters in the second part of the book describe the benefits and challenges of using threshold concepts in specific sites—first-year writing programs, WAC/WID programs, writing centers, writing majors—and for professional development to present this framework in action.Naming What We Know opens a dialogue about the concepts that writing scholars and teachers agree are critical and about why those concepts should and do matter to people outside the field.

    Their book is an inspiring guide to current and future school teachers and to college and university professors—indeed to everyone who teaches anything to anyone else.   Arguing that teaching is an art, Banner and Cannon help teachers understand its components. They analyze the specific qualities of successful teachers and the ways in which these qualities promote learning and understanding. Throughout, they illustrate their discussion with sharply etched portraits of fictional teachers who exemplify—or fail to exemplify—a particular quality. Neither a how-to book nor a consideration of the philosophy, methods, or activities of teaching, this book, more precisely, assesses what it takes to teach. It encourages teachers to consider how they might strengthen their own level of professional performance.

    Keeping themorganized can be a challenge, but an organized classroom is essential and allows students and the teacher to fully focus on learning by eliminating distractions. Organized Teacher, Happy Classroom provides practical, proven methods for maintaining an organized classroom throughout the entire school year.Inside you’ll find:• Strategies for managing students’ papers, curriculum material, and essential paperwork• Time management tips to maximize your instruction time and lesson planning• Organizing systems you can teach your students to improve self reliance andaccountability• Checklists for starting and ending the year well organized• Helpful forms and templates you can use in your classroom• Plans for arranging a classroom that promotes positive student participation• Support to simplify your classroom• Efficient storage solutions for all teacher and student materialsWhether you teach primary, intermediate, middle school or high school, this bookwill help you organize your time, paperwork, and classroom spaces.

    If we started off with rudimentary utterances on the level of "man throw spear," how did we end up with sophisticated grammars, enormous vocabularies, and intricately nuanced degrees of meaning?Drawing on recent groundbreaking discoveries in modern linguistics, Deutscher exposes the elusive forces of creation at work in human communication, giving us fresh insight into how language emerges, evolves, and decays. He traces the evolution of linguistic complexity from an early "Me Tarzan" stage to such elaborate single-word constructions as the Turkish sehirlilestiremediklerimizdensiniz ("you are one of those whom we couldn't turn into a town dweller"). Arguing that destruction and creation in language are intimately entwined, Deutscher shows how these processes are continuously in operation, generating new words, new structures, and new meanings.

    Bourdieu develops a forceful critique of traditional approaches to language, including the linguistic theories of Saussure and Chomsky and the theory of speech-acts elaborated by Austin and others. He argues that language should be viewed not only as a means of communication but also as a medium of power through which individuals pursue their own interests and display their practical competence.Drawing on the concepts that are part of his distinctive theoretical approach, Bourdieu maintains that linguistic utterances or expressions can be understood as the product of the relation between a "linguistic market" and a "linguistic habitus." When individuals use language in particular ways, they deploy their accumulated linguistic resources and implicitly adapt their words to the demands of the social field or market that is their audience. Hence every linguistic interaction, however personal or insignificant it may seem, bears the traces of the social structure that it both expresses and helps to reproduce.Bourdieu's account sheds fresh light on the ways in which linguistic usage varies according to considerations such as class and gender. It also opens up a new approach to the ways in which language is used in the domain of politics. For politics is, among other things, the arena in which words are deeds and the symbolic character of power is at stake.This volume, by one of the leading social thinkers in the world today, represents a major contribution to the study of language and power. It will be of interest to students throughout the social sciences and humanities, especially in sociology, politics, anthropology, linguistics, and literature.

    Certainly we do not think it is the basis of the mind. We think of stories and parables from Aesop's Fables or The Thousand and One Nights, forexample, as exotic tales set in strange lands, with spectacular images, talking animals, and fantastic plots--wonderful entertainments, often insightful, but well removed from logic and science, and entirely foreign to the world of everyday thought. But Mark Turner argues that this common wisdom iswrong. The literary mind--the mind of stories and parables--is not peripheral but basic to thought. Story is the central principle of our experience and knowledge. Parable--the projection of story to give meaning to new encounters--is the indispensable tool of everyday reason. Literary thoughtmakes everyday thought possible. This book makes the revolutionary claim that the basic issue for cognitive science is the nature of literary thinking.In The Literary Mind, Turner ranges from the tools of modern linguistics, to the recent work of neuroscientists such as Antonio Damasio and Gerald Edelman, to literary masterpieces by Homer, Dante, Shakespeare, and Proust, as he explains how story and projection--and their powerful combination inparable--are fundamental to everyday thought. In simple and traditional English, he reveals how we use parable to understand space and time, to grasp what it means to be located in space and time, and to conceive of ourselves, other selves, other lives, and other viewpoints. He explains the roleof parable in reasoning, in categorizing, and in solving problems. He develops a powerful model of conceptual construction and, in a far-reaching final chapter, extends it to a new conception of the origin of language that contradicts proposals by such thinkers as Noam Chomsky and Steven Pinker.Turner argues that story, projection, and parable precede grammar, that language follows from these mental capacities as a consequence. Language, he concludes, is the child of the literary mind.Offering major revisions to our understanding of thought, conceptual activity, and the origin and nature of language, The Literary Mind presents a unified theory of central problems in cognitive science, linguistics, neuroscience, psychology, and philosophy. It gives new and unexpected answers toclassic questions about knowledge, creativity, understanding, reason, and invention.

    Detentions. Suspensions. Expulsions. These are the established tools of school discipline for kids who don't abide by school rules, have a hard time getting along with other kids, don't seem to respect authority, don't seem interested in learning, and are disrupting the learning of their classmates. But there's a big problem with these strategies: They are ineffective for most of the students to whom they are applied.It's time for a change in course.Here, Dr. Ross W. Greene presents an enlightened, clear-cut, and practical alternative. Relying on research from the neurosciences, Dr. Greene offers a new conceptual framework for understanding the difficulties of kids with behavioral challenges and explains why traditional discipline isn't effective at addressing these difficulties. Emphasizing the revolutionarily simple and positive notion that kids do well if they can, he persuasively argues that kids with behavioral challenges are not attention-seeking, manipulative, limit-testing, coercive, or unmotivated, but that they lack the skills to behave adaptively. And when adults recognize the true factors underlying difficult behavior and teach kids the skills in increments they can handle, the results are astounding: The kids overcome their obstacles; the frustration of teachers, parents, and classmates diminishes; and the well-being and learning of all students are enhanced.In Lost at School, Dr. Greene describes how his road-tested, evidence-based approach — called Collaborative Problem Solving — can help challenging kids at school.His lively, compelling narrative includes:• tools to identify the triggers and lagging skills underlying challenging behavior.• explicit guidance on how to radically improve interactions with challenging kids — along with many examples showing how it's done.• dialogues, Q & A's, and the story, which runs through the book, of one child and his teachers, parents, and school.• practical guidance for successful planning and collaboration among teachers, parents, administrations, and kids.Backed by years of experience and research, and written with a powerful sense of hope and achievable change, Lost at School gives teachers and parents the realistic strategies and information to impact the classroom experience of every challenging kid.

    This thorough introduction to second language research provides a comprehensive review of the research into learner language, internal and external factors in language acquisition, individual differences, and classroom second language learning.

    These are the children and grandchildren of Appalachian families who migrated to northern cities in the 1950s to look for work. They make up this largely "invisible" urban group, a minority that represents a significant portion of the urban poor. Literacy researchers have rarely studied urban Appalachians, yet, as Victoria Purcell-Gates demonstrates in Other People's Words, their often severe literacy problems provide a unique perspective on literacy and the relationship between print and culture.A compelling case study details the author's work with one such family. The parents, who attended school off and on through the seventh grade, are unable to use public transportation, shop easily, or understand the homework their elementary-school-age son brings home because neither of them can read. But the family is not so much illiterate as low literate--the world they inhabit is an oral one, their heritage one where print had no inherent use and no inherent meaning. They have as much to learn about the culture of literacy as about written language itself.Purcell-Gates shows how access to literacy has been blocked by a confluence of factors: negative cultural stereotypes, cultural and linguistic elitism, and pedagogical obtuseness. She calls for the recruitment and training of "proactive" teachers who can assess and encourage children's progress and outlines specific intervention strategies.

    This volume provides an integrated micro/macro perspective on human behaviour, insights into human behaviour from biological, psychological and spiritual perspectives, and an examination of various human environments, from families to social movements and institutions.

    This brief edition of the most widely adopted book of its kind offers all of the editorial features of the longer book with about half the stories and writer commentaries in a shorter, less expensive format.

    Do you find punctuation difficult? Are you puzzled by colons and semicolons? Unsure of where commas should go? Confused by hyphens and apostrophes? If so, then this jargon-free and succinct guide is for you.•Contains precise and up-to-date definitions of every type of punctuation mark and shows how each should be used•Gives numerous examples of good and bad usage•Explains the correct use of capital letters, contractions and abbreviations, italics, boldface and the special characters available on a word processor

    The ‘top performing’ schools were designing education in completely different ways from the UK and from each other, and yet, despite their differences, they were all getting top marks.Determined to find answers she couldn’t get from reports and graphs, Lucy set off on a journey around the globe to see these schools and students for herself.Cleverlands is the story of her journey through Finland, Canada, Japan, China and Singapore – five countries regularly at the top of the education charts. She spent three weeks immersed in classrooms in each country – living with teachers, listening to parents, teaching, watching and asking questions.The result is a guided tour of the world’s best educational systems and a reflection on what success in the UK might look like in light of these varying possibilities… not just what our politicians would have us believe.

    DuBois wrote that the question whites wanted to ask him was: “How does it feel to be a problem?” In The Heart of Whiteness, Robert Jensen writes that it is time for white people in America to self-consciously reverse the direction of that question and to fully acknowledge that in the racial arena, they are the problem.While some whites would like to think that we have reached “the end of racism” in the United States, and others would like to celebrate diversity but are oblivious to the political, economic, and social consequences of a nation—and their sense of self—founded on a system of white supremacy, Jensen proposes a different approach. He sets his sights not only on the racism that can’t be hidden, but also on the liberal platitudes that sometimes conceal the depths of that racism in “polite society.”The Heart of Whiteness offers an honest and rigorous exploration of what Jensen refers to as the depraved nature of whiteness in the United States. Mixing personal experience with data and theory, he faces down the difficult realities of -racism and white privilege. He argues that any system that denies non-whites their full humanity also keeps whites from fully accessing their own.This book is both a cautionary tale for those who believe that they have transcended racism, and also an expression of the hope for genuine transcendence. When white people fully understand and accept the painful reality that they are indeed “the problem,” it should lead toward serious attempts to change one’s own life and join with others to change society.Robert Jensen is the author of Citizens of the Empire. He is a professor of media ethics and journalism at The University of Texas at Austin.

    Here, lead author Joseph Tobin—along with new collaborators Yeh Hsueh and Mayumi Karasawa—revisits his original research to discover how two decades of globalization and sweeping social transformation have affected the way these three cultures educate and care for their youngest pupils. Putting their subjects’ responses into historical perspective, Tobin, Hsueh, and Karasawa analyze the pressures put on schools to evolve and to stay the same, discuss how the teachers adapt to these demands, and examine the patterns and processes of continuity and change in each country. Featuring nearly one hundred stills from the videotapes, Preschool in Three Cultures Revisited artfully and insightfully illustrates the surprising, illuminating, and at times entertaining experiences of four-year-olds—and their teachers—on both sides of the Pacific.