LITERACY Developing Writers
P.S.C.H.E
Richard Andrews and Anna Smith
Louise Porter Flinders University, Australia
Behaviour management in the classroom and playground is one of the most challenging aspects of teaching. This book ofers a comprehensive overview of the major theories of behaviour management in primary and secondary schools, illustrated with detailed case studies. The theories covered range from teacher-dominated methods to more democratic approaches. They include assertive discipline, applied behaviour analysis, the new cognitive behavioural approaches, neo-Adlerian theory, humanism, Glasser's control theory and systems theory. The emphasis is on proactive approaches to discipline which allow teachers to achieve their educational and social goals for their students and themselves. Porter also shows how to enhance students' motivation and help students become confident and independent learners. Paperback 2006 368pp
ISBN: 978-0-335-22001-4
Understanding Phonics and the Teaching of Reading
Teaching and Learning in the Digital Age
Behaviour in Schools 2/e
Critical Perspectives Kathy Goouch and Andrew Lambirth (Eds)
IoE, University of London, UK; New York University, NY
Why does performance in writing tend to lag behind that in reading? Are the productive skills of speaking and writing more difficult because they require the learner to make something new? These and other perennial questions are answered in the course of the book, which also takes a fresh look at what it means to learn and develop as a writer. The authors argue that although existing theories have provided insights into the teaching and learning of writing, we need to bring such theories up to date in the digital and multimodal age. The authors propose a new theory and model for teaching and learning writing in the digital age and review existing theories. Paperback 2011 256pp
ISBN: 978-0-335-24179-8 eBook: 978-0-335-24180-4
25
Both at Canterbury Christ Church University, UK
This groundbreaking book offers critical perspectives on the teaching of reading and phonics, openly challenging contemporary policy in both England and the US. A unique feature is that it combines academic perspectives with the insights of parents and practitioners. Each chapter explores in-depth the processes involved as children engage in reading, from their interactions with texts in the very earliest stages through to the primary phase. Drawing on both research and theory, the book also shows how some contemporary understandings of reading are based on over simplistic and rationalised ideas about the reading process. Paperback 2007 176pp
eBooks are widely available, for full details visit www.openup.co.uk/ebooks
ISBN: 978-0-335-22226-1 eBook: 978-0-335-23513-1