Free Delivery Over $100
|
|
|||
|
||||
OverviewThis volume centers on the words and experiences of teachers and students who used QUILL -- a software package developed by the authors to aid in writing instruction. It looks in detail at the stories of these early users and considers questions relevant for other teachers, students, researchers, and developers of educational innovations. Questions posed include: * What does it mean to develop an environment for literacy in an actual classroom? * How can a teacher create an environment in which students work together toward meaningful goals? * How can a teacher promote the rich communication so necessary for developing language? * What is the role of technology in the practice and development of literacy? The examination of the QUILL experiences provides a fuller and more revealing account of what it meant to use QUILL than would have been possible through standard evaluation techniques. At the same time, the focus on the particulars also finds analogues in analyses of similar pieces of open-ended software or educational innovations in general. Full Product DetailsAuthor: Bertram C. Bruce , Andee Rubin , with contributi Barnhardt and TeachersPublisher: Taylor & Francis Ebooks Imprint: Routledge ISBN: 9781136690563ISBN 10: 1136690565 Pages: 248 Publication Date: 05 November 2013 Audience: College/higher education , General/trade , Undergraduate , General Format: Electronic book text Publisher's Status: Active Availability: In stock  We have confirmation that this item is in stock with the supplier. It will be ordered in for you and dispatched immediately. Table of ContentsContents: Introduction. Contexts for Literacy Development. QUILL: A System to Support Literacy Development. The Alaskan Context. Alternate Realizations of Purposeful Writing. Revision. The Alaska QUILL Network: Fostering A Teacher Community Through Telecommunication. Situated Evaluation. Conclusion: What We Have Learned.ReviewsAuthor InformationTab Content 6Author Website:Countries AvailableAll regions |
||||
