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  • 1
    Online Resource
    Online Resource
    The Bloomsbury handbook of reading perspectives and practices / (2020)
    London :Bloomsbury Academic,
    Details
    UID:
    almahu_BV046910993
    Format: 1 Online-Ressource (xiii, 276 Seiten).
    ISBN: 978-1-3501-3759-2 , 978-1-3501-3757-8 , 978-1-3501-3758-5
    Content: "The Bloomsbury Handbook of Reading Perspectives and Practices focuses on the experiences of reading from a young age to maturity and the different ways reading is encountered, in other words the processes involved as well as the outcomes. The international group of experts, both within teaching and academia, focus on reading in school: how is it taught? What is taught? How is it assessed? Controversial issues are explored: the acquisition of phonics; teaching the canon, including or ignoring digital texts; the advent of standards-based tests. The contributions also consider people's biographies of reading, their memories of reading in class and their current views on literature. Together, this well-edited volume provides a more complete view of reading than is currently on offer, exploring all aspects of what it means to be literate and how we define being literate."
    Note: Includes bibliographical references and index
    Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-1-350-13756-1
    Language: English
    Subjects: English Studies
    RVK:
    HD 198
    Keywords: Electronic books
    DOI: 10.5040/9781350137592
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: lizenzpflichtig
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    Stabi Berlin
    HU Berlin
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    UB Potsdam
  • 2
    Online Resource
    Online Resource
    Policy, belief and practice in the secondary English classroom : a case-study approach from Canada, England and Scotland (2018)
    London :Bloomsbury Publishing,
    Details
    UID:
    almahu_BV047235231
    Format: 1 Online-Ressource (162 Seiten).
    Edition: 2014
    ISBN: 978-1-350-02601-8 , 978-1-350-02599-8 , 978-1-350-02600-1
    Content: "Studies of comparative classroom practice in the teaching of secondary English are limited, especially when it comes to exploration of the day-to-day practice of English teachers in the secondary classroom. This book presents a case study analysis of secondary classroom practice in three countries: Canada, England and Scotland. Each country has had different degrees of state involvement within the secondary English curriculum over the last twenty years. England has had the highest degree of state involvement in that it has had several statutory national curricula and a variety of assessment regimes. Scotland has had a non- statutory curriculum and no national tests and Canada has had no national curriculum at all, with education being determined at province level, and each province varying its policies. The research adopts a case study approach involving both classroom observation and interviews with teachers. Through this, the authors explore the impact of state involvement on the reality of what happens in secondary English classrooms. The book invites readers to consider the applicability of the findings to their own contexts, to examine their own practice in the light of this and to consider the nature of the relationships between policy, personal belief and practice in the teaching of English."--Bloomsbury Publishing
    Note: Includes bibliographical references (p. 145-154) and index
    Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-1-350-02600-1
    Language: English
    DOI: 10.5040/9781350026018
    URL: Volltext
    URL: lizenzpflichtig
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    Stabi Berlin
    HU Berlin
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  • 3
    Online Resource
    Online Resource
    The pedagogy of watching Shakespeare / (2024)
    Cambridge :Cambridge University Press,
    Details
    UID:
    almahu_9949744127602882
    Format: 1 online resource (74 pages) : , digital, PDF file(s).
    ISBN: 9781009118743 (ebook)
    Series Statement: Cambridge elements. Elements in Shakespeare and pedagogy,
    Content: The pedagogy of acting out Shakespeare has been extensive. Less work has been done on how students learn through spectatorship. This element will consider all within the current context of Shakespeare teaching in schools. Using grounded research, it will include work undertaken on a schools National Theatre production of Macbeth, as well as classroom-based, action research, using a variety of digital performances of Shakespeare plays. Both find means of extending student knowledge in unexpected ways through encountering interpretations of Shakespeare that the students had not considered. In reflecting on the practice of watching Shakespeare in an educational context- both at the theatre and in the classroom- this Element hopes to offer suggestions for how teachers might re-think the ways in which they present Shakespeare performed to their students particularly as a powerful way of building personal and critical responses to the plays.
    Note: Title from publisher's bibliographic system (viewed on 18 Apr 2024).
    Additional Edition: Print version: ISBN 9781009114974
    Language: English
    URL: https://doi.org/10.1017/9781009118743
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    Stabi Berlin
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    FU Berlin
  • 4
    Online Resource
    Online Resource
    Policy, belief and practice in the secondary English classroom : a case-study approach from Canada, England and Scotland (2018)
    London : Bloomsbury Publishing
    Details
    UID:
    gbv_1831432560
    Format: 1 Online-Ressource (156 p.)
    Edition: Also issued in print
    ISBN: 9781350026018
    Content: "Studies of comparative classroom practice in the teaching of secondary English are limited, especially when it comes to exploration of the day-to-day practice of English teachers in the secondary classroom. This book presents a case study analysis of secondary classroom practice in three countries: Canada, England and Scotland. Each country has had different degrees of state involvement within the secondary English curriculum over the last twenty years. England has had the highest degree of state involvement in that it has had several statutory national curricula and a variety of assessment regimes. Scotland has had a non- statutory curriculum and no national tests and Canada has had no national curriculum at all, with education being determined at province level, and each province varying its policies. The research adopts a case study approach involving both classroom observation and interviews with teachers. Through this, the authors explore the impact of state involvement on the reality of what happens in secondary English classrooms. The book invites readers to consider the applicability of the findings to their own contexts, to examine their own practice in the light of this and to consider the nature of the relationships between policy, personal belief and practice in the teaching of English."--Bloomsbury Publishing
    Note: Includes bibliographical references (p. 145-154) and index , Also issued in print
    Additional Edition: ISBN 9781350025981
    Additional Edition: ISBN 9781350026001
    Additional Edition: ISBN 9781350025998
    Language: English
    URL: Deutschlandweit zugänglich
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    Stabi Berlin
    UB Potsdam
    MPI Bildungsforschung
  • 5
    Online Resource
    Online Resource
    Building bridges : rethinking literacy teacher education in a digital era (2016)
    Rotterdam ; Boston ; Taipei :SensePublishers,
    Details
    UID:
    almahu_BV043706102
    Format: 1 Online-Ressource (xvii, 212 Seiten) : , Illustrationen.
    ISBN: 978-94-6300-491-6
    Additional Edition: Erscheint auch als Druck-Ausgabe, Paperback ISBN 978-94-6300-489-3
    Additional Edition: Erscheint auch als Druck-Ausgabe, Hardcover ISBN 978-94-6300-490-9
    Language: English
    DOI: 10.1007/978-94-6300-491-6
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (URL des Erstveröffentlichers)
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    HU Berlin
    Alice Salomon HS
  • 6
    Online Resource
    Online Resource
    Masterclass in english education : transforming teaching and learning (2015)
    London :Bloomsbury,
    Details
    UID:
    almahu_BV046666251
    Format: 1 Online-Ressource (x, 203 Seiten) : , Diagramme.
    ISBN: 978-1-4742-3815-1
    Series Statement: MasterClass Series
    Additional Edition: Erscheint auch als Druck-Ausgabe, Hardcover ISBN 978-1-4411-2906-2
    Additional Edition: Erscheint auch als Druck-Ausgabe, Paperback ISBN 978-1-4411-2996-3
    Language: German
    DOI: 10.5040/9781474235709
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: lizenzpflichtig
    URL: lizenzpflichtig
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    HU Berlin
    UB Potsdam
  • 7
    Online Resource
    Online Resource
    English teachers : the unofficial guide : researching the philosophies of English teachers (2000)
    Oxfordshire, England ; : Routledge,
    Details
    UID:
    almahu_9948675974702882
    Format: 1 online resource (225 pages) : , illustrations
    ISBN: 9780203754832 (e-book)
    Additional Edition: Print version: Marshall, Bethan, 1958- English teachers : the unofficial guide : researching the philosophies of English teachers. Oxfordshire, England ; New York, New York : Routledge, c2000 ISBN 9780415240772
    Language: English
    Keywords: Electronic books.
    URL: Click to View
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    Online Resource
    HU Berlin
  • 8
    Online Resource
    Online Resource
    Testing English : formative and summative approaches to English assessment (2011)
    New York :Continuum International Pub. Group,
    Details
    UID:
    almahu_9948314287302882
    Format: viii, 156 p.
    Edition: Electronic reproduction. Ann Arbor, MI : ProQuest, 2015. Available via World Wide Web. Access may be limited to ProQuest affiliated libraries.
    Language: English
    Keywords: Electronic books.
    URL: Click to View
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    HU Berlin
  • 9
    Online Resource
    Online Resource
    English teachers : the unofficial guide : researching the philosophies of English teachers (2000)
    London ; : Routledge,
    Details
    UID:
    edocfu_9961152789202883
    Format: 1 online resource (370 p.)
    ISBN: 1-134-69629-9 , 0-203-75483-2 , 1-134-69622-1
    Content: Bethan Marshall traces the competing traditions of English teaching and considers their relevance to the current debate through an analysis of English teachers' views about themselves and their subject. The findings are based on a highly original research method in which teachers were asked to respond to and comment upon five different descriptions of their approaches to English teaching.English Teachers - The Unofficial Guide:*contextualises current debates about English teaching within the subject's contested history*provides a vehicle for teachers to reflect on their ow
    Note: Description based upon print version of record. , Cover; Half Title; Title Page; Dedication; Copyright Page; Table of Contents; List of figures and tables; Acknowledgements; Introduction; 1. The battle for the curriculum; 2. A brief history of English; 3. Finding a voice; A Rough Guide to English Teachers (after p. 56); 4. Analysing the characters; Old Grammarians; Pragmatists; Liberals; Technicians; Critical Dissenters; 5. The medium and the message; 6. Marking the essay; Appendix: copies of teachers' responses to the Rough Guide; Conclusion; References; Index , English
    Additional Edition: ISBN 0-415-24078-6
    Additional Edition: ISBN 0-415-24077-8
    Language: English
    DOI: 10.4324/9780203754832
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    FU Berlin
  • 10
    Online Resource
    Online Resource
    Policy, belief and practice in the secondary English classroom : a case-study approach from Canada, England and Scotland (2018)
    London :Bloomsbury Publishing,
    Details
    UID:
    edocfu_9960177767302883
    Format: 1 online resource (169 pages)
    ISBN: 1-350-02601-8 , 1-350-02599-2
    Content: "Studies of comparative classroom practice in the teaching of secondary English are limited, especially when it comes to exploration of the day-to-day practice of English teachers in the secondary classroom. This book presents a case study analysis of secondary classroom practice in three countries: Canada, England and Scotland. Each country has had different degrees of state involvement within the secondary English curriculum over the last twenty years. England has had the highest degree of state involvement in that it has had several statutory national curricula and a variety of assessment regimes. Scotland has had a non- statutory curriculum and no national tests and Canada has had no national curriculum at all, with education being determined at province level, and each province varying its policies. The research adopts a case study approach involving both classroom observation and interviews with teachers. Through this, the authors explore the impact of state involvement on the reality of what happens in secondary English classrooms. The book invites readers to consider the applicability of the findings to their own contexts, to examine their own practice in the light of this and to consider the nature of the relationships between policy, personal belief and practice in the teaching of English."--Bloomsbury Publishing.
    Note: Introduction -- 1. Whose English Is It Anyway? -- 2. A Critic's Guide to Analysing Classrooms -- 3. Canada: Provincial Governance -- 4. England: Canons and Constraints -- 5. Scotland: PIRLS or Wisdom? -- 6. Exploring the Similarities and the Differences -- 7. Differently Literate -- 8. Conclusion -- References -- Index , Also issued in print.
    Additional Edition: ISBN 1-350-16484-4
    Additional Edition: ISBN 1-350-02598-4
    Language: English
    DOI: 10.5040/9781350026018
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    FU Berlin
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