Diversity and Literacy Development in the Early Years--What Difference Does Difference Make?: Teacher Perspectives on Diversity, Literacy, and the Urban Primary School. Final Report.

Sonst. Personen	Dyson, Anne Haas (Hrsg.)
Institution	National Center for the Study of Writing and Literacy, Berkeley, CA.; National Center for the Study of Writing and Literacy, Pittsburgh, PA.
Titel	Diversity and Literacy Development in the Early Years--What Difference Does Difference Make?: Teacher Perspectives on Diversity, Literacy, and the Urban Primary School. Final Report.
Quelle	(1995), (212 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Environment; Discourse Analysis; Interpersonal Relationship; Learning Processes; Literacy; Primary Education; Program Descriptions; Teacher Attitudes; Urban Education; Writing Instruction; California (Berkeley); California (Oakland) + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Diskursanalyse; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Learning process; Lernprozess; Alphabetisierung; Schreib- und Lesefähigkeit; Primarbereich; Lehrerverhalten; Stadtteilbezogenes Lernen; Schreibunterricht
Abstract	Focusing on teachers' perspectives, this report examines sociocultural diversity and teaching by reconstructing the talk of a group of 10 teachers from the Oakland and Berkeley, California areas who met weekly for a school year. The curricular focus of the group was the teaching of writing, but over time the discussions of difference and child literacy broadened. A framework for teacher reflection, a framework grounded in teachers' reflections on classroom experiences, is outlined. Chapters in the report are: (1) Introduction: Teaching in City Schools; (2) Relationships in and Out of the Classroom: "Who Am I to Them?"; (3) Building Classroom Communities: "I'm from Texas; What Are You?"; (4) Negotiating Permeable Activities: "At First I Didn't Understand"; (5) Portraits of Children Learning: "What Did You Think of Me?"; and (6) Extending the Conversation: "It's Not about Telling You What to Do." A coda (The Permanence of Change and the Power of Reflection) concludes the report. Contains 67 references. (RS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC