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Unsägliche Taten, unnatürliche Praktiken: Mängel und Irrtümer in der wissenschaftlichen Lektüre,-
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eBay-Artikelnr.:167617845091
Artikelmerkmale
- Artikelzustand
- Gut
- Hinweise des Verkäufers
- “Used book in good condition. Shows typical wear. Quick shipping. Satisfaction guaranteed!”
- Book Title
- Unspeakable Acts, Unnatural Practices: Flaws and Fallacies in Sc,
- Topic
- Philosophy & Social Aspects
- Narrative Type
- Philosophy & Social Aspects
- Genre
- N/A
- Intended Audience
- N/A
- ISBN
- 9780325006192
Über dieses Produkt
Product Identifiers
Publisher
Heinemann
ISBN-10
0325006199
ISBN-13
9780325006192
eBay Product ID (ePID)
2880009
Product Key Features
Educational Level
High School, Elementary School
Number of Pages
112 Pages
Language
English
Publication Name
Unspeakable Acts, Unnatural Practices : Flaws and Fallacies in Scientific Reading Instruction
Publication Year
2003
Subject
Teaching Methods & Materials / Reading & Phonics, Communication Studies, Reading Skills
Type
Study Guide
Subject Area
Language Arts & Disciplines, Education
Format
Trade Paperback
Dimensions
Item Height
0.3 in
Item Weight
5.9 Oz
Item Length
9 in
Item Width
6 in
Additional Product Features
Intended Audience
Elementary/High School
LCCN
2003-008738
Dewey Edition
21
Grade From
Kindergarten
Grade To
Third Grade
Dewey Decimal
372.4
Synopsis
At last, noted language researcher and educator Frank Smith weighs in Using his razor-sharp analytical skills in linguistics and intimate understanding of professional teaching, Smith dismantles the shoddy science undergirding direct, intensive, and early phonics training. His book title is to be taken literally. The very reading instruction that claims to be "scientific," "research based," and "evidence based"-imposed on teachers and enforced through innumerable mandated tests-is founded on activities that are unspeakable and practices that are unnatural. The mandated approach to language teaching is, in fact, linguistically impossible, as Smith proves. Developed from years of research and multiple work sessions with groups of teachers, each of Smith's essays in this book helps teachers understand the nature of thinking, learning, and reading. The essays also address the problems arising from pressure on teachers to adopt dubious practices that ignore their own judgment and experience. Smith acknowledges that reading is not the only area of education where unspeakable acts and unnatural practices abound. He devotes two essays to the teaching of mathematics and to the use of technology for good or ill in teaching. Smith counters the pseudoscience we've seen of late with impeccable logic, clarity, and wit. When instruction is predicated on the idea that children learn complex skills by being taught parts of them that they can somehow integrate . . . when children are required to read or listen to nonsensical material and then engage in meaningless activities . . .when imagination, identification, and personal relationships-the soul of the classroom-are given short shrift . . . the consequences are intellectually stifling, as Smith so cogently shows. At the end of his book he offers a challenge and a plea-to keep the human heart of education beating no matter how heartless the environment in which we live, teach, and learn., At last, noted language researcher and educator Frank Smith weighs in! Using his razor-sharp analytical skills in linguistics and intimate understanding of professional teaching, Smith dismantles the shoddy science undergirding direct, intensive, and early phonics training. His book title is to be taken literally. The very reading instruction that claims to be "scientific," "research based," and "evidence based"-imposed on teachers and enforced through innumerable mandated tests-is founded on activities that are unspeakable and practices that are unnatural. The mandated approach to language teaching is, in fact, linguistically impossible, as Smith proves. Developed from years of research and multiple work sessions with groups of teachers, each of Smith's essays in this book helps teachers understand the nature of thinking, learning, and reading. The essays also address the problems arising from pressure on teachers to adopt dubious practices that ignore their own judgment and experience. Smith acknowledges that reading is not the only area of education where unspeakable acts and unnatural practices abound. He devotes two essays to the teaching of mathematics and to the use of technology for good or ill in teaching. Smith counters the pseudoscience we've seen of late with impeccable logic, clarity, and wit. When instruction is predicated on the idea that children learn complex skills by being taught parts of them that they can somehow integrate . . . when children are required to read or listen to nonsensical material and then engage in meaningless activities . . .when imagination, identification, and personal relationships-the soul of the classroom-are given short shrift . . . the consequences are intellectually stifling, as Smith so cogently shows. At the end of his book he offers a challenge and a plea-to keep the human heart of education beating no matter how heartless the environment in which we live, teach, and learn., At last, noted language researcher and educator Frank Smith weighs in! Using his razor-sharp analytical skills in linguistics and intimate understanding of professional teaching, Smith dismantles the shoddy science undergirding direct, intensive, and early phonics training. His book title is to be taken literally. The very reading instruction that claims to be "scientific," "research based," and "evidence based"--imposed on teachers and enforced through innumerable mandated tests--is founded on activities that are unspeakable and practices that are unnatural. The mandated approach to language teaching is, in fact, linguistically impossible, as Smith proves. Developed from years of research and multiple work sessions with groups of teachers, each of Smith's essays in this book helps teachers understand the nature of thinking, learning, and reading. The essays also address the problems arising from pressure on teachers to adopt dubious practices that ignore their own judgment and experience. Smith acknowledges that reading is not the only area of education where unspeakable acts and unnatural practices abound. He devotes two essays to the teaching of mathematics and to the use of technology for good or ill in teaching. Smith counters the pseudoscience we've seen of late with impeccable logic, clarity, and wit. When instruction is predicated on the idea that children learn complex skills by being taught parts of them that they can somehow integrate . . . when children are required to read or listen to nonsensical material and then engage in meaningless activities . . .when imagination, identification, and personal relationships--the soul of the classroom--are given short shrift . . . the consequences are intellectually stifling, as Smith so cogently shows. At the end of his book he offers a challenge and a plea--to keep the human heart of education beating no matter how heartless the environment in which we live, teach, and learn.
LC Classification Number
LB1050.S5734 2003
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- b***t (472)- Bewertung vom Käufer.Letzte 6 MonateBestätigter KaufThe item was adequately packaged, promptly shipped, and was exactly what was described. I am incredibly pleased with my purchase and would not hesitate to purchase from them again.Mossflower (Redwall) by Jacques (Nr. 167486100952)
- e***l (110)- Bewertung vom Käufer.Letzter MonatBestätigter KaufAccurately described sent promptly and good communication absolutely satisfied.