<p>This first edition of Annual Editions: Critical Reading in the Content Areas is a collection of articles from the best of the public press. The articles discuss perspectives on teaching literacy; collaborative learning; reading strategies; simplification of textbooks; textbook comprehension; and questioning strategies. Adopters have access to Dushkin Online, a student website designed to support Annual Editions titles. (www.dushkin.com/online/)</p>

Annual Editions: Critical Reading in the Content Areas 04/05

Education & Teaching

Moss,Glenda

Schools & Teaching

McGraw-Hill/Dushkin

<p>This new title in the ANNUAL EDITIONS SERIES: ANNUAL EDITIONS: EARLY CHILDHOOD AND ELEMENTARY LITERACY 05/06, provides convenient and inexpensive access to current articles selected from the best of the public press. Organizational features include: an annotated listing of selected World Wide Web sites; an annotated table of contents; a topic guide; a general introduction; brief overviews for each section; a topical index; and an instructor’s resource guide with testing materials. USING ANNUAL EDITIONS IN THE CLASSROOM is offered as a practical guide for instructors. ANNUAL EDITIONS titles are supported by our student website, www.dushkin.com/online.</p>

Annual Editions: Early Childhood and Elementary Literacy 05/06

Reference

Swim,Terri Jo

Cross,Denise Jean

Sholl,Penny

Laidroo,Ingrid

Foreign Language Study & Reference

Crossing Boundaries and Building Learning Communities: Critical Education and Narrative Research As Praxis (Critical Education and Ethics)

This book addresses the boundaries between teacher education scholarship and preparation for practice in a multicultural society. Teachers' voices as scholarly practitioners, capable of critiquing their profession, are brought to the forefront as key actors in the process of democratizing education. The author proposes connecting two research paradigms, critical ethnography and narrative inquiry, as tools for translating critical pedagogy into teacher education and K-12 practice.Chapter 1 examines the state of critical education and critical ethnography as a backdrop for understanding the void and need of critical ethnographies as leadership praxis in the field of education. It introduces the main thesis that narrative inquiry needs to be theoretically and practically built in the struggle for more democratic social relations both in schools as well as in teacher education. Chapter 2 presents a comprehensive literature review of critical theory in education and chapter 3 presents a history of critical ethnography and narrative inquiry in educational research. Chapter 4 serves as a transitional or border-crossing chapter between theory and practice. The remaining chapters focus on critical narrative ethnographic studies as examples of a kind of participatory action research. The final chapter continues to develop the concept of preservice teacher research development as integral to the process of becoming social agents of change.

Crossing Boundaries and Building Learning communities: Critical Education and Narrative Research As Praxis (Critical Education and Ethics)

Hampton Pr

Teacher National Accreditation as Community Dialogue: Transformative Reflections (Critical Educatoin and Ethics)

Nichols, Joe D.

Swim, Terry Jo

Murphey, Kathleen

Merz, Alice

Constantly laden with the burdensome tasks of NCATE accreditation, a group of scholars at one university joined together in an effort to better understand the theoretical and practical forces that informed the NCATE process.

Teacher National Accreditation As Community Dialogue: Transformative Reflections (Critical Education and Ethics)

Swim, Terry

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