joan travers simon (11 risultati)

Condizione: New.

Condizione: New.

Taschenbuch. Condizione: Neu. Modelling Learning | an empirical transdisciplinary approach | Joan Travers Simon | Taschenbuch | 128 S. | Englisch | 2010 | LAP LAMBERT Academic Publishing | EAN 9783843382168 | Verantwortliche Person für die EU: BoD - Books on Demand, In de Tarpen 42, 22848 Norderstedt, info[at]bod[dot]de | Anbieter: preigu.

Taschenbuch. Condizione: Neu. Mind the Gap? | The Domestic Writings of a Child Practitioner and their Implications for Educational Practice | Joan Travers Simon | Taschenbuch | 312 S. | Englisch | 2010 | LAP LAMBERT Academic Publishing | EAN 9783838359243 | Verantwortliche Person für die EU: preigu GmbH & Co. KG, Lengericher Landstr. 19, 49078 Osnabrück, mail[at]preigu[dot]de | Anbieter: preigu.

Paperback. Condizione: Like New. LIKE NEW. SHIPS FROM MULTIPLE LOCATIONS. book.

Taschenbuch. Condizione: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Based on the author's empirically based research on children's literacy development at home and school, Joan Travers Simon (Ph.D.) postulates and critically reviews a model of learning, informed by cultural psychology and sociocultural theory. The transdisciplinary approach, complemented by diachronic and synchronic data analysis, brings to light potential variations between long-term and short-term development. It also stresses the importance of time as a complex variable in developmental issues in conjunction with the proactive, dialogic nature of social agents negotiating environmental cues at varying levels of consciousness. In an insightful manner, appealing to the various stakeholders in children's development, and particularly to practising and future teachers, the author convincingly argues for a reassessment of central notions regarding children's learning and how we as adults may best support such learning processes. 128 pp. Englisch.

Taschenbuch. Condizione: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -How best to support children s literacy development is a perennial issue in education worldwide. Despite repeated confirmation that children s ability to benefit from certain classroom activities relates directly to their experience of these activities outside school, there nonetheless remains a dearth of empirical research conducted in children s homes. This book makes a significant contribution to the field by analysing the domestic and scholastic literacy development of a trilingual child aged 3-9 years. Based on an unprecedented corpus of approximately 800 texts interpreted from a sociocultural vantage, the author illuminates meaning making and taking via texts deployed as a multifaceted socio-semiotic tool. The potentially wide, hybrid nature of domestic literacy emerges, as does its embeddedness in the particular sociocultural contexts we negotiate as part of our identity construction. Providing invaluable insights into domestic and institutional literacy practice, and written in a highly accessible manner, this book is an important point of reference for all parties interested in early literacy development in local and cross-cultural mono/plurilingual contexts. 312 pp. Englisch.

Taschenbuch. Condizione: Neu. This item is printed on demand - Print on Demand Titel. Neuware -Based on the author''s empirically based research on children''s literacy development at home and school, Joan Travers Simon (Ph.D.) postulates and critically reviews a model of learning, informed by cultural psychology and sociocultural theory. The transdisciplinary approach, complemented by diachronic and synchronic data analysis, brings to light potential variations between long-term and short-term development. It also stresses the importance of time as a complex variable in developmental issues in conjunction with the proactive, dialogic nature of social agents negotiating environmental cues at varying levels of consciousness. In an insightful manner, appealing to the various stakeholders in children''s development, and particularly to practising and future teachers, the author convincingly argues for a reassessment of central notions regarding children''s learning and how we as adults may best support such learning processes.VDM Verlag, Dudweiler Landstraße 99, 66123 Saarbrücken 128 pp. Englisch.

Taschenbuch. Condizione: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - Based on the author's empirically based research on children's literacy development at home and school, Joan Travers Simon (Ph.D.) postulates and critically reviews a model of learning, informed by cultural psychology and sociocultural theory. The transdisciplinary approach, complemented by diachronic and synchronic data analysis, brings to light potential variations between long-term and short-term development. It also stresses the importance of time as a complex variable in developmental issues in conjunction with the proactive, dialogic nature of social agents negotiating environmental cues at varying levels of consciousness. In an insightful manner, appealing to the various stakeholders in children's development, and particularly to practising and future teachers, the author convincingly argues for a reassessment of central notions regarding children's learning and how we as adults may best support such learning processes.

Taschenbuch. Condizione: Neu. This item is printed on demand - Print on Demand Titel. Neuware -How best to support children's literacy development is a perennial issue in education worldwide. Despite repeated confirmation that children's ability to benefit from certain classroom activities relates directly to their experience of these activities outside school, there nonetheless remains a dearth of empirical research conducted in children's homes. This book makes a significant contribution to the field by analysing the domestic and scholastic literacy development of a trilingual child aged 3-9 years. Based on an unprecedented corpus of approximately 800 texts interpreted from a sociocultural vantage, the author illuminates meaning making and taking via texts deployed as a multifaceted socio-semiotic tool. The potentially wide, hybrid nature of domestic literacy emerges, as does its embeddedness in the particular sociocultural contexts we negotiate as part of our identity construction. Providing invaluable insights into domestic and institutional literacy practice, and written in a highly accessible manner, this book is an important point of reference for all parties interested in early literacy development in local and cross-cultural mono/plurilingual contexts.VDM Verlag, Dudweiler Landstraße 99, 66123 Saarbrücken 312 pp. Englisch.

Taschenbuch. Condizione: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - How best to support children s literacy development is a perennial issue in education worldwide. Despite repeated confirmation that children s ability to benefit from certain classroom activities relates directly to their experience of these activities outside school, there nonetheless remains a dearth of empirical research conducted in children s homes. This book makes a significant contribution to the field by analysing the domestic and scholastic literacy development of a trilingual child aged 3-9 years. Based on an unprecedented corpus of approximately 800 texts interpreted from a sociocultural vantage, the author illuminates meaning making and taking via texts deployed as a multifaceted socio-semiotic tool. The potentially wide, hybrid nature of domestic literacy emerges, as does its embeddedness in the particular sociocultural contexts we negotiate as part of our identity construction. Providing invaluable insights into domestic and institutional literacy practice, and written in a highly accessible manner, this book is an important point of reference for all parties interested in early literacy development in local and cross-cultural mono/plurilingual contexts.