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This volume is a collection of personal narratives and research findings by English language (ESL/EFL) teachers who found themselves, in one way or another, teaching in various contexts all over the world. The central theme throughout these narratives is how contextual factors played a role in their approach to language teaching in different ways. The contributors reflect on their practices and provide an engaging discussion about how they deal with curriculum and classroom organization issue...

Literacy --- Illiteracy --- Education --- General education --- Study and teaching.

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This book provides suggestions on how to develop curriculum and instruction that are responsive to students' needs across English/language arts, science, social studies, mathematics, visual space, and music and drama.

English language --- Literacy --- Illiteracy --- Education --- General education --- Germanic languages --- Writing --- Study and teaching (Secondary)

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La révolution technologique amorcée au cours des dernières décennies du XXe siècle a modifié presque toutes les facettes de notre vie au XXIe siècle. Les services de transport et de communication ont gagné en rapidité et en efficacité, et facilitent désormais les déplacements partout dans le monde des personnes, des marchandises, des services et des capitaux, entraînant la mondialisation des économies. Ces mutations sociales et économiques ont, à leur tour, fait évoluer la demande de compétences. Alors que l’automatisation gagne sans cesse le secteur industriel et certaines tâches peu qualifiées, les besoins en aptitudes cognitives routinières et en savoir-faire artisanal vont en diminuant, tandis que les compétences en traitement de l’information et d’autres aptitudes cognitives et compétences interpersonnelles de haut niveau sont toujours plus prisées. L’Évaluation des compétences des adultes, lancée dans le cadre du Programme pour l’évaluation internationale des compétences des adultes (PIAAC), vise à fournir un nouvel éclairage sur le rôle de certaines de ces compétences clés dans la société et sur leur utilisation dans le cadre privé et professionnel. Elle mesure directement la maîtrise de plusieurs compétences en traitement de l’information : la littératie, la numératie et la résolution de problèmes dans des environnements à forte composante technologique. Accompagnant les Perspectives de l’OCDE sur les compétences 2013 : Premiers résultats de l’Évaluation des compétences des adultes, ce manuel passe en revue la conception et la méthodologie de l’évaluation, et ses relations avec d’autres évaluations internationales menées auprès des jeunes étudiants et des adultes.

Education --- Social Sciences --- Education, Special Topics --- Functional literacy --- Adult education --- Educational surveys --- School surveys --- Adults, Education of --- Education of adults --- Adult literacy --- Functional illiteracy --- Social surveys --- Continuing education --- Open learning --- Life skills --- Literacy

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This book explores the many dialogues that exist between the arts and literacy. It shows how the arts are inherently multimodal and therefore interface regularly with literate practice in learning and teaching contexts. It asks the questions: What does literacy look like in the arts? And what does it mean to be arts literate? It explores what is important to know and do in the arts and also what literacies are engaged in, through the journey to becoming an artist. The arts for the purpose of this volume include five art forms: Dance, Drama, Media Arts, Music and Visual Arts. The book provides a more productive exploration of the arts-literacy relationship. It acknowledges that both the arts and literacy are open-textured concepts and notes how they accommodate each other, learn about, and from each other, and can potentially make education ‘better’. It is when the two stretch each other that we see an educationally productive dialogic relationship emerge.  “Literacy in the Arts: Retheorising Learning and Teaching presents a thought-provoking definition of arts literacy as multimodal that moves the conversation about the value of an arts education beyond the intrinsic versus instrumental debate, and into the realm of contemporary practice across arts disciplines. With chapters exploring arts literacy in traditional arts forms, new media, and creativity research, this volume will appeal to readers wishing to focus in on a specific arts discipline, or explore the concept of multimodality in arts literacy comprehensively.” Tracie Costantino, University of Georgia, Georgia, USA.

Visual literacy --- Language arts (Middle school) --- Study and teaching. --- Language arts --- Literacy, Visual --- Study and teaching (Middle school) --- Study and teaching --- Education --- Literacy. --- Creativity and Arts Education. --- Teaching and Teacher Education. --- Educational Philosophy. --- Philosophy. --- Illiteracy --- General education --- Art education. --- Teaching. --- Education—Philosophy. --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training --- Art --- Art education --- Education, Art --- Art schools --- Analysis, interpretation, appreciation

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This book addresses the issue of preadolescent boys literacy practices and the social construction of their identities as they navigate multiple classroom literacies. Exploring the role of the teacher, the role of multiple literacies and the way they “count” or do not count in the classroom curriculum through qualitative and quantitative findings, allows educators to rethink and reflect upon current instructional beliefs and practices. As educators align their curriculum with the Common Core Standards it is imperative for them to consider how they will meet each students’ individual learning styles. Demonstrating growth across time through artifact collection, and analysis and teacher research inquiries, will demand that teachers release pre-conceived notions concerning gender and literacy practices. At the end of each chapter there is a self-reflection as transformative practice, teacher research questionnaire that invites the opportunity to take what is shared in each chapter and apply it immediately to instructional practices and classroom environment decisions.

Boys -- Education (Elementary) -- Social aspects. --- Language arts (Elementary) -- Social aspects. --- Literacy -- Sex differences. --- Education --- Social Sciences --- Education - General --- Boys --- Education. --- History. --- Teaching --- History --- Education, general. --- Children --- Males --- Young men --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Training --- Literacy. --- Illiteracy --- General education