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124 pages ; 19 cm

124 pages ; 19 cm

The common thread that runs through the activities in a literacy course for undergraduate preservice teachers is text. One such activity is a literacy autobiography in which students focus on themselves as learners and teachers. Students are treated as professionals and make their own decisions about how they want to present themselves to their colleagues and their friends in the professional community. Among the students interest is broad and intense. Once completed, the literacy autobiographies are read aloud in small groups, discussed, and written about in students' journals. The commonalities and differences cultivate a discussion of readers and writers and how they got that way. Two other activities are professional development groups and "kidwatching." Each group of students reads one of the supplementary texts for the course and develops a presentation of the text for the whole class. To understand kidwatching, the students start by watching each other. A few students come to the center of the classroom and think and talk out loud as they prepare egg foo young using a wok--an elaborate and complex text that the instructor and students struggle to explain to each other. Texts such as these can be viewed as concentric rings which have spaces in them that allow the flow and overflow of learning to occur. (A figure illustrating concentric rings of texts is included; five references, the four required texts for the course, and the 11 supplemental texts for the course are attached.) (RS)

While Dickens used to be seen as a writer of shallow and sentimental children’s literature, as the prolific caterer to the new market of mass literature, this collection of essays shows that Dickens was not only a reader of high-brow literature, but also expected his readers to understand them in the context of contemporary scientific and economic debates. Covering a wide range of writers – from Sidney, Shakespeare, Cervantes to Swift, Smollett and Bulwer-Lytton – Dickens’s novels reveal a multi-layered cosmos and supply their readers with richly woven nets of intertextuality.

While Dickens used to be seen as a writer of shallow and sentimental children’s literature, as the prolific caterer to the new market of mass literature, this collection of essays shows that Dickens was not only a reader of high-brow literature, but also expected his readers to understand them in the context of contemporary scientific and economic debates. Covering a wide range of writers – from Sidney, Shakespeare, Cervantes to Swift, Smollett and Bulwer-Lytton – Dickens’s novels reveal a multi-layered cosmos and supply their readers with richly woven nets of intertextuality.

Japanese Cinema. Texts and Contexts (2007).

Includes indexes

Includes indexes

Includes indexes

Old Images for New Texts and Contexts: Wandering Images in Islamic Book Painting

Old Images for New Texts and Contexts: Wandering Images in Islamic Book Painting

Old Images for New Texts and Contexts: Wandering Images in Islamic Book Painting

Old Images for New Texts and Contexts: Wandering Images in Islamic Book Painting

Old Images for New Texts and Contexts: Wandering Images in Islamic Book Painting

Old Images for New Texts and Contexts: Wandering Images in Islamic Book Painting

Old Images for New Texts and Contexts: Wandering Images in Islamic Book Painting

Old Images for New Texts and Contexts: Wandering Images in Islamic Book Painting

Old Images for New Texts and Contexts: Wandering Images in Islamic Book Painting

Old Images for New Texts and Contexts: Wandering Images in Islamic Book Painting

Old Images for New Texts and Contexts: Wandering Images in Islamic Book Painting

Old Images for New Texts and Contexts: Wandering Images in Islamic Book Painting

Old Images for New Texts and Contexts: Wandering Images in Islamic Book Painting

Old Images for New Texts and Contexts: Wandering Images in Islamic Book Painting

Old Images for New Texts and Contexts: Wandering Images in Islamic Book Painting

Texts and commentary in German

ix, 196 p. ; 24 cm

ix, 196 p. ; 24 cm

ix, 196 p. ; 24 cm

ix, 196 p. ; 24 cm

A case study examined one fifth-grade student's developing response as he participated in a literature-based reading program. The student's response to text over time was traced via observations of the student, interviews, field notes, and written documents he created. Analysis, ongoing during and after the data collection, focused on three dimensions: people (Bart, the student), context (written and oral responses to texts), and time (one semester). It revealed emergent patterns illustrating a connection between Bart's written and oral texts. His written comments guided his contributions to small-group discussions and the topics introduced in these discussions shaped future written log entries. In addition, teacher emphasis on either personal response or reading skills led to differences in content and emphases within reading logs and during group discussions. Findings indicated that written responses greatly influence oral discussions and oral discussions influence further written responses. (Three figures are included and 30 references are attached). (Author/SR)

A case study examined one fifth-grade student's developing response as he participated in a literature-based reading program. The student's response to text over time was traced via observations of the student, interviews, field notes, and written documents he created. Analysis, ongoing during and after the data collection, focused on three dimensions: people (Bart, the student), context (written and oral responses to texts), and time (one semester). It revealed emergent patterns illustrating a connection between Bart's written and oral texts. His written comments guided his contributions to small-group discussions and the topics introduced in these discussions shaped future written log entries. In addition, teacher emphasis on either personal response or reading skills led to differences in content and emphases within reading logs and during group discussions. Findings indicated that written responses greatly influence oral discussions and oral discussions influence further written responses. (Three figures are included and 30 references are attached). (Author/SR)

A case study examined one fifth-grade student's developing response as he participated in a literature-based reading program. The student's response to text over time was traced via observations of the student, interviews, field notes, and written documents he created. Analysis, ongoing during and after the data collection, focused on three dimensions: people (Bart, the student), context (written and oral responses to texts), and time (one semester). It revealed emergent patterns illustrating a connection between Bart's written and oral texts. His written comments guided his contributions to small-group discussions and the topics introduced in these discussions shaped future written log entries. In addition, teacher emphasis on either personal response or reading skills led to differences in content and emphases within reading logs and during group discussions. Findings indicated that written responses greatly influence oral discussions and oral discussions influence further written responses. (Three figures are included and 30 references are attached). (Author/SR)

Writing research has indicated that exophoric reference--features of linguistic texts that refer to the situations that surround language--are more characteristic of weak writing and possibly associated with socioeconomic status. To follow up on such research, writing samples from 114 ninth and eleventh grade students and college freshmen were collected along with a teacher's interpretations of the students' socioeconomic status based on students' school records. The students were asked to look at four drawings and then write a description of the actions they contain to someone who cannot see the illustrations. With each grade level the number of total words produced in response to the assigned task increased significantly. The calculated rates of exophoric references, however, were not significant for either grade or socioeconomic status, although the rate of exophoric reference appeared to stay the same or decline slightly across grade levels. Contrary to previous research, the students in this study were able to produce explicit, context-independent writing, regardless of student socioeconomic status. (The drawings used in the study and three student responses are appended.) (RL)

Writing research has indicated that exophoric reference--features of linguistic texts that refer to the situations that surround language--are more characteristic of weak writing and possibly associated with socioeconomic status. To follow up on such research, writing samples from 114 ninth and eleventh grade students and college freshmen were collected along with a teacher's interpretations of the students' socioeconomic status based on students' school records. The students were asked to look at four drawings and then write a description of the actions they contain to someone who cannot see the illustrations. With each grade level the number of total words produced in response to the assigned task increased significantly. The calculated rates of exophoric references, however, were not significant for either grade or socioeconomic status, although the rate of exophoric reference appeared to stay the same or decline slightly across grade levels. Contrary to previous research, the students in this study were able to produce explicit, context-independent writing, regardless of student socioeconomic status. (The drawings used in the study and three student responses are appended.) (RL)

Writing research has indicated that exophoric reference--features of linguistic texts that refer to the situations that surround language--are more characteristic of weak writing and possibly associated with socioeconomic status. To follow up on such research, writing samples from 114 ninth and eleventh grade students and college freshmen were collected along with a teacher's interpretations of the students' socioeconomic status based on students' school records. The students were asked to look at four drawings and then write a description of the actions they contain to someone who cannot see the illustrations. With each grade level the number of total words produced in response to the assigned task increased significantly. The calculated rates of exophoric references, however, were not significant for either grade or socioeconomic status, although the rate of exophoric reference appeared to stay the same or decline slightly across grade levels. Contrary to previous research, the students in this study were able to produce explicit, context-independent writing, regardless of student socioeconomic status. (The drawings used in the study and three student responses are appended.) (RL)

Writing research has indicated that exophoric reference--features of linguistic texts that refer to the situations that surround language--are more characteristic of weak writing and possibly associated with socioeconomic status. To follow up on such research, writing samples from 114 ninth and eleventh grade students and college freshmen were collected along with a teacher's interpretations of the students' socioeconomic status based on students' school records. The students were asked to look at four drawings and then write a description of the actions they contain to someone who cannot see the illustrations. With each grade level the number of total words produced in response to the assigned task increased significantly. The calculated rates of exophoric references, however, were not significant for either grade or socioeconomic status, although the rate of exophoric reference appeared to stay the same or decline slightly across grade levels. Contrary to previous research, the students in this study were able to produce explicit, context-independent writing, regardless of student socioeconomic status. (The drawings used in the study and three student responses are appended.) (RL)

Writing research has indicated that exophoric reference--features of linguistic texts that refer to the situations that surround language--are more characteristic of weak writing and possibly associated with socioeconomic status. To follow up on such research, writing samples from 114 ninth and eleventh grade students and college freshmen were collected along with a teacher's interpretations of the students' socioeconomic status based on students' school records. The students were asked to look at four drawings and then write a description of the actions they contain to someone who cannot see the illustrations. With each grade level the number of total words produced in response to the assigned task increased significantly. The calculated rates of exophoric references, however, were not significant for either grade or socioeconomic status, although the rate of exophoric reference appeared to stay the same or decline slightly across grade levels. Contrary to previous research, the students in this study were able to produce explicit, context-independent writing, regardless of student socioeconomic status. (The drawings used in the study and three student responses are appended.) (RL)

Writing research has indicated that exophoric reference--features of linguistic texts that refer to the situations that surround language--are more characteristic of weak writing and possibly associated with socioeconomic status. To follow up on such research, writing samples from 114 ninth and eleventh grade students and college freshmen were collected along with a teacher's interpretations of the students' socioeconomic status based on students' school records. The students were asked to look at four drawings and then write a description of the actions they contain to someone who cannot see the illustrations. With each grade level the number of total words produced in response to the assigned task increased significantly. The calculated rates of exophoric references, however, were not significant for either grade or socioeconomic status, although the rate of exophoric reference appeared to stay the same or decline slightly across grade levels. Contrary to previous research, the students in this study were able to produce explicit, context-independent writing, regardless of student socioeconomic status. (The drawings used in the study and three student responses are appended.) (RL)

Writing research has indicated that exophoric reference--features of linguistic texts that refer to the situations that surround language--are more characteristic of weak writing and possibly associated with socioeconomic status. To follow up on such research, writing samples from 114 ninth and eleventh grade students and college freshmen were collected along with a teacher's interpretations of the students' socioeconomic status based on students' school records. The students were asked to look at four drawings and then write a description of the actions they contain to someone who cannot see the illustrations. With each grade level the number of total words produced in response to the assigned task increased significantly. The calculated rates of exophoric references, however, were not significant for either grade or socioeconomic status, although the rate of exophoric reference appeared to stay the same or decline slightly across grade levels. Contrary to previous research, the students in this study were able to produce explicit, context-independent writing, regardless of student socioeconomic status. (The drawings used in the study and three student responses are appended.) (RL)

Writing research has indicated that exophoric reference--features of linguistic texts that refer to the situations that surround language--are more characteristic of weak writing and possibly associated with socioeconomic status. To follow up on such research, writing samples from 114 ninth and eleventh grade students and college freshmen were collected along with a teacher's interpretations of the students' socioeconomic status based on students' school records. The students were asked to look at four drawings and then write a description of the actions they contain to someone who cannot see the illustrations. With each grade level the number of total words produced in response to the assigned task increased significantly. The calculated rates of exophoric references, however, were not significant for either grade or socioeconomic status, although the rate of exophoric reference appeared to stay the same or decline slightly across grade levels. Contrary to previous research, the students in this study were able to produce explicit, context-independent writing, regardless of student socioeconomic status. (The drawings used in the study and three student responses are appended.) (RL)

Writing research has indicated that exophoric reference--features of linguistic texts that refer to the situations that surround language--are more characteristic of weak writing and possibly associated with socioeconomic status. To follow up on such research, writing samples from 114 ninth and eleventh grade students and college freshmen were collected along with a teacher's interpretations of the students' socioeconomic status based on students' school records. The students were asked to look at four drawings and then write a description of the actions they contain to someone who cannot see the illustrations. With each grade level the number of total words produced in response to the assigned task increased significantly. The calculated rates of exophoric references, however, were not significant for either grade or socioeconomic status, although the rate of exophoric reference appeared to stay the same or decline slightly across grade levels. Contrary to previous research, the students in this study were able to produce explicit, context-independent writing, regardless of student socioeconomic status. (The drawings used in the study and three student responses are appended.) (RL)

Writing research has indicated that exophoric reference--features of linguistic texts that refer to the situations that surround language--are more characteristic of weak writing and possibly associated with socioeconomic status. To follow up on such research, writing samples from 114 ninth and eleventh grade students and college freshmen were collected along with a teacher's interpretations of the students' socioeconomic status based on students' school records. The students were asked to look at four drawings and then write a description of the actions they contain to someone who cannot see the illustrations. With each grade level the number of total words produced in response to the assigned task increased significantly. The calculated rates of exophoric references, however, were not significant for either grade or socioeconomic status, although the rate of exophoric reference appeared to stay the same or decline slightly across grade levels. Contrary to previous research, the students in this study were able to produce explicit, context-independent writing, regardless of student socioeconomic status. (The drawings used in the study and three student responses are appended.) (RL)

This volume is a collection of public discourses on European education governance, and social integration and exclusion, focusing in particular on changes in education governance in Finland, Germany, Greece, Iceland, Portugal, Spain, Sweden, England, and Scotland. Ten chapters include: (1) "Introduction: Research Problematics and Approaches" (Sverker Lindblad and Thomas S. Popkewitz); (2) "Finland: From Comprehensive School Citizen Towards Self-Selective Individual" (Risto Rinne, Joel Kivirauma, Piia Hirvenoja, and Hannu Simola); (3) "Germany: Discourses on Education Governance and/or Social Exclusion and Inclusion in Political Parties in Germany" (Edwin Keiner, Sandra Muskat, Rita Stolbinger, and Kathrin Tietze); (4) "Greece: Crisis and Reform in Greek Education--A Modern Greek Sisyphus: Analysis of Texts" (Andreas Kazamias and Evie Zambeta); (5) "Iceland: Curriculum Management and Self-Evaluation in Icelandic Primary and Secondary Schools" (Ingolfur Asgeir Johannesson, Gunnar E. Finnbogason, and Gudrun Geirsdottir); (6) "Portugal: Discourses on Educational Policy in an Uncertainty Context" (Antonio Novoa, Natalia Alves, and Rui Canario); (7) "Spain: The Official Discourse of Social Integration in Education in Spain. A Text Analysis Report" (Miguel A. Pereyra and Pablo J. Castillo); (8) "Sweden: A New Kind of Order: Swedish Policy Texts Related to Governance, Social Inclusion and Exclusion in the 1990s" (Lisbeth Lundahl); (9) "England and Scotland: Modernizing the (Dis-) United Kingdom: Deregulation, Devolution and Difference" (Jenny Ozga and Martin Lawn); and (10) "Concluding Remarks: Comments and Reflections on Cases and Contexts" (Thomas S. Popkewitz and Sverker Lindblad). An appendix contains a preliminary list of present project deliverables from the Education Governance and Social Integration and Exclusion in Europe project. (RT)

This volume is a collection of public discourses on European education governance, and social integration and exclusion, focusing in particular on changes in education governance in Finland, Germany, Greece, Iceland, Portugal, Spain, Sweden, England, and Scotland. Ten chapters include: (1) "Introduction: Research Problematics and Approaches" (Sverker Lindblad and Thomas S. Popkewitz); (2) "Finland: From Comprehensive School Citizen Towards Self-Selective Individual" (Risto Rinne, Joel Kivirauma, Piia Hirvenoja, and Hannu Simola); (3) "Germany: Discourses on Education Governance and/or Social Exclusion and Inclusion in Political Parties in Germany" (Edwin Keiner, Sandra Muskat, Rita Stolbinger, and Kathrin Tietze); (4) "Greece: Crisis and Reform in Greek Education--A Modern Greek Sisyphus: Analysis of Texts" (Andreas Kazamias and Evie Zambeta); (5) "Iceland: Curriculum Management and Self-Evaluation in Icelandic Primary and Secondary Schools" (Ingolfur Asgeir Johannesson, Gunnar E. Finnbogason, and Gudrun Geirsdottir); (6) "Portugal: Discourses on Educational Policy in an Uncertainty Context" (Antonio Novoa, Natalia Alves, and Rui Canario); (7) "Spain: The Official Discourse of Social Integration in Education in Spain. A Text Analysis Report" (Miguel A. Pereyra and Pablo J. Castillo); (8) "Sweden: A New Kind of Order: Swedish Policy Texts Related to Governance, Social Inclusion and Exclusion in the 1990s" (Lisbeth Lundahl); (9) "England and Scotland: Modernizing the (Dis-) United Kingdom: Deregulation, Devolution and Difference" (Jenny Ozga and Martin Lawn); and (10) "Concluding Remarks: Comments and Reflections on Cases and Contexts" (Thomas S. Popkewitz and Sverker Lindblad). An appendix contains a preliminary list of present project deliverables from the Education Governance and Social Integration and Exclusion in Europe project. (RT)

This volume is a collection of public discourses on European education governance, and social integration and exclusion, focusing in particular on changes in education governance in Finland, Germany, Greece, Iceland, Portugal, Spain, Sweden, England, and Scotland. Ten chapters include: (1) "Introduction: Research Problematics and Approaches" (Sverker Lindblad and Thomas S. Popkewitz); (2) "Finland: From Comprehensive School Citizen Towards Self-Selective Individual" (Risto Rinne, Joel Kivirauma, Piia Hirvenoja, and Hannu Simola); (3) "Germany: Discourses on Education Governance and/or Social Exclusion and Inclusion in Political Parties in Germany" (Edwin Keiner, Sandra Muskat, Rita Stolbinger, and Kathrin Tietze); (4) "Greece: Crisis and Reform in Greek Education--A Modern Greek Sisyphus: Analysis of Texts" (Andreas Kazamias and Evie Zambeta); (5) "Iceland: Curriculum Management and Self-Evaluation in Icelandic Primary and Secondary Schools" (Ingolfur Asgeir Johannesson, Gunnar E. Finnbogason, and Gudrun Geirsdottir); (6) "Portugal: Discourses on Educational Policy in an Uncertainty Context" (Antonio Novoa, Natalia Alves, and Rui Canario); (7) "Spain: The Official Discourse of Social Integration in Education in Spain. A Text Analysis Report" (Miguel A. Pereyra and Pablo J. Castillo); (8) "Sweden: A New Kind of Order: Swedish Policy Texts Related to Governance, Social Inclusion and Exclusion in the 1990s" (Lisbeth Lundahl); (9) "England and Scotland: Modernizing the (Dis-) United Kingdom: Deregulation, Devolution and Difference" (Jenny Ozga and Martin Lawn); and (10) "Concluding Remarks: Comments and Reflections on Cases and Contexts" (Thomas S. Popkewitz and Sverker Lindblad). An appendix contains a preliminary list of present project deliverables from the Education Governance and Social Integration and Exclusion in Europe project. (RT)

This volume is a collection of public discourses on European education governance, and social integration and exclusion, focusing in particular on changes in education governance in Finland, Germany, Greece, Iceland, Portugal, Spain, Sweden, England, and Scotland. Ten chapters include: (1) "Introduction: Research Problematics and Approaches" (Sverker Lindblad and Thomas S. Popkewitz); (2) "Finland: From Comprehensive School Citizen Towards Self-Selective Individual" (Risto Rinne, Joel Kivirauma, Piia Hirvenoja, and Hannu Simola); (3) "Germany: Discourses on Education Governance and/or Social Exclusion and Inclusion in Political Parties in Germany" (Edwin Keiner, Sandra Muskat, Rita Stolbinger, and Kathrin Tietze); (4) "Greece: Crisis and Reform in Greek Education--A Modern Greek Sisyphus: Analysis of Texts" (Andreas Kazamias and Evie Zambeta); (5) "Iceland: Curriculum Management and Self-Evaluation in Icelandic Primary and Secondary Schools" (Ingolfur Asgeir Johannesson, Gunnar E. Finnbogason, and Gudrun Geirsdottir); (6) "Portugal: Discourses on Educational Policy in an Uncertainty Context" (Antonio Novoa, Natalia Alves, and Rui Canario); (7) "Spain: The Official Discourse of Social Integration in Education in Spain. A Text Analysis Report" (Miguel A. Pereyra and Pablo J. Castillo); (8) "Sweden: A New Kind of Order: Swedish Policy Texts Related to Governance, Social Inclusion and Exclusion in the 1990s" (Lisbeth Lundahl); (9) "England and Scotland: Modernizing the (Dis-) United Kingdom: Deregulation, Devolution and Difference" (Jenny Ozga and Martin Lawn); and (10) "Concluding Remarks: Comments and Reflections on Cases and Contexts" (Thomas S. Popkewitz and Sverker Lindblad). An appendix contains a preliminary list of present project deliverables from the Education Governance and Social Integration and Exclusion in Europe project. (RT)

The purpose of this report is to examine issues associated with studying teaching of literature in reference to a study of high school students' responses to multicultural literature. The purpose of this study was to determine how students' discourses of race, class, and gender influences their responses to multicultural literature as well as how students adopted alternative discourses through coping with the tensions portrayed in multicultural literature. The participants in this study consisted of 14 high school students--eight females and six males of whom nine were white; three, Asian-American; one, Hispanic, and one, a student of African descent, enrolled in a multicultural literature class taught by one of the researchers/authors, Daryl Parks, in Fall, 2001, in Thompson High School, a diverse, urban high school of 1,600 students in a "working class" section of a large, Midwestern city with a student body of 42 percent White, 30 percent Asian, 17 percent African, 10 percent Hispanic and one percent Native American. Students' journal and discussion responses to a range of different multicultural literature texts as well as interviews about their perceptions of themselves and the course were analyzed using critical discourse analysis based on coding of the different types of discourses adopted by participants. Results indicated that students' responses were influenced by three different factors: the teacher's modeling of alternative ways of thinking about texts by adopting alternative perspectives; responses to texts in which students experienced characters challenging status-quo discourses and institutional forces; and context, in which student challenges to each others' discourses led students to revise their discourses. In experiencing characters interrogating ideological forces limiting their development, students began to examine forces in their own lives limiting their own development. Students who shifted in their discourses over alternative perspective on themselves and their worlds. These results suggests the need in conducting research on teaching literature to examine the influence of all three factors--teacher modeling, texts, and contexts on shifts in students' thinking about literature.

The purpose of this report is to examine issues associated with studying teaching of literature in reference to a study of high school students' responses to multicultural literature. The purpose of this study was to determine how students' discourses of race, class, and gender influences their responses to multicultural literature as well as how students adopted alternative discourses through coping with the tensions portrayed in multicultural literature. The participants in this study consisted of 14 high school students--eight females and six males of whom nine were white; three, Asian-American; one, Hispanic, and one, a student of African descent, enrolled in a multicultural literature class taught by one of the researchers/authors, Daryl Parks, in Fall, 2001, in Thompson High School, a diverse, urban high school of 1,600 students in a "working class" section of a large, Midwestern city with a student body of 42 percent White, 30 percent Asian, 17 percent African, 10 percent Hispanic and one percent Native American. Students' journal and discussion responses to a range of different multicultural literature texts as well as interviews about their perceptions of themselves and the course were analyzed using critical discourse analysis based on coding of the different types of discourses adopted by participants. Results indicated that students' responses were influenced by three different factors: the teacher's modeling of alternative ways of thinking about texts by adopting alternative perspectives; responses to texts in which students experienced characters challenging status-quo discourses and institutional forces; and context, in which student challenges to each others' discourses led students to revise their discourses. In experiencing characters interrogating ideological forces limiting their development, students began to examine forces in their own lives limiting their own development. Students who shifted in their discourses over alternative perspective on themselves and their worlds. These results suggests the need in conducting research on teaching literature to examine the influence of all three factors--teacher modeling, texts, and contexts on shifts in students' thinking about literature.