Choice words : how our language affects children's learning / Peter H. Johnston.
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| Location | Call Number / Copy Notes | Barcode | Shelving Location | Status | Due Date |
|---|---|---|---|---|---|
| The Center Library | 371.1022 Joh 2004 | 145641 | Stacks | Checked out | 12/03/2013 |
Record details
- ISBN: 1571103899 (alk. paper)
- ISBN: 9781571103895 (alk. paper)
- Physical Description: xii, 106 p. ; 23 cm.
- Publisher: Portland, Me. : Stenhouse Publishers, c2004.
Content descriptions
| Bibliography, etc. Note: | Includes bibliographical references (p. 99-106). |
| Formatted Contents Note: | The language of influence in teaching -- Noticing and naming -- Identity -- Agency and becoming strategic -- Flexibility and transfer (or generalizing) -- Knowing -- An evolutionary, democratic learning community -- Who do you think you're talking to? |
| Summary, etc.: | Discusses the importance of the language teachers use with children for developing successful readers, writers, and literate members of society, and highlights the complex learning that teachers produce that is not recognized by tests, policy makers, the general public, and teachers themselves. |
Search for related items by subject
| Subject: |
Communication in education. Interaction analysis in education. Educational psychology. |
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| 245 | 1 | 0. | ‡aChoice words : ‡bhow our language affects children's learning / ‡cPeter H. Johnston. |
| 260 | . | ‡aPortland, Me. : ‡bStenhouse Publishers, ‡cc2004. | |
| 300 | . | ‡axii, 106 p. ; ‡c23 cm. | |
| 504 | . | ‡aIncludes bibliographical references (p. 99-106). | |
| 505 | 0 | . | ‡aThe language of influence in teaching -- Noticing and naming -- Identity -- Agency and becoming strategic -- Flexibility and transfer (or generalizing) -- Knowing -- An evolutionary, democratic learning community -- Who do you think you're talking to? |
| 520 | . | ‡aDiscusses the importance of the language teachers use with children for developing successful readers, writers, and literate members of society, and highlights the complex learning that teachers produce that is not recognized by tests, policy makers, the general public, and teachers themselves. | |
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| 650 | 0. | ‡aEducational psychology. | |
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