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Jameson Bell
Jameson Bell

Touchstone 4 Teachers Book Pdf 234 HOT!

This book sets out duoethnography as a method of research, reflective practice and as a pedagogical approach in English Language Teaching (ELT). The book provides an introduction to the history of duoethnography and lays out its theoretical foundations. The chapters then address duoethnography as a research method which can be used to explore critical and personal issues among ELT teachers, discuss how duoethnography as a reflective practice can aid teachers in understanding themselves, their colleagues or their context, and demonstrate how duoethnography can be used as a pedagogical tool in ELT classrooms. The chapters are a range of duoethnographies from established and emerging researchers and teachers, which explore the interplay between cultural discourses and life histories with a focus on ELT in Japan.

Touchstone 4 Teachers Book Pdf 234

This is an important addition to our understanding of how duoethnographies relate to the cultural and discursive contexts of language. The book articulates pedagogical implications of duoethnography for language development and is an expertly crafted collection of voices, narratives, and reflections. It provides an excellent touchstone for a reflective exploration of the values of dialogue and difference.

A free, socially enhanced version of this book is available on Wikiversity, a Wikimedia Foundation project devoted to educational resources. Our aim is to make Woodstock Scholarship even more comprehensive and useful for the scholarly community. You are encouraged to add bibliographic entries about new works that come to light, or the author had not been aware of, to link to digitised versions of the works identified, to add ISBNs or links to discovery engines such as Worldcat, to expand the description of the works identified, and to add any other information that you think could enrich this invaluable discovery tool.

This important volume brings together key writings from one of the most influential education scholars of our time. In this collection of her seminal essays on critical race theory (CRT), Gloria Ladson-Billings seeks to clear up some of the confusion and misconceptions that education researchers have around race and inequality. Beginning with her groundbreaking work with William Tate in the mid-1990s up to the present day, this book discloses both a personal and intellectual history of CRT in education. The essays are divided into three areas: Critical Race Theory, Issues of Inequality, and Epistemology and Methodologies. Ladson-Billings ends with a postscript that looks back at her journey and considers what is on the horizon for other scholars of education. Having these widely cited essays in one volume will be invaluable to everyone interested in understanding how inequality operates in our society and how race affects educational outcomes.

In our model, giving corresponds to the transmission or direct instruction paradigm of learning (Drake & Nelson, 2009): Teachers impart information to students; students absorb information from teachers (see Figure 2). When the pedagogical aim is giving, students are to be given clearly and efficiently the information contained in the textbook and other curricular materials, minimizing uncertainty or confusion.

In high school, students write a research paper or conduct original research on local history (Morell & Rogers, 2006). Creative teachers can invent or adapt combinations of content and activities in limitless ways to engage students in developing their social studies schema, making their understanding public.

Incorporating technology into the making pedagogy mode seems to be a natural outgrowth of the traditional use of projects in social studies instruction. Technology has frequently been integrated into the social studies as teachers increasingly assign research projects using Web-based resources for the construction of a project (Friedman & Heafner, 2007; Lee & Molebash, 2004; Miller, 2007; Molebash, 2004; Molebash & Dodge, 2003). Teachers might also choose to have students create their final product using Web-based applications or computer software (Ferster, Hammond, & Bull, 2006; Friedman & Heafner, 2007). Student-created digital documentaries provide a new format for students to demonstrate their conceptual understanding and skill in a social studies classroom (Hofer & Swan, 2006; Manfra & Hammond, 2008; Swan, Hofer, & Levstik, 2007).

Brush, T., & Saye, J. (2002). A summary of research exploring hard and soft scaffolding for teachers and students using a multimedia supported learning environment. The Journal of Interactive Online Learning, 1(2), 1-2. Retrieved from

Bull, G., Bell, L., & Hammond, T. (2008). Advancing TPCK through collaborations across educational associations. In AACTE Committee on Innovation and Technology (Eds.), The handbook of technological pedagogical content knowledge for teaching and teacher educators (pp. 273-287). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.

Ehman, L.H., & Glenn, A.D. (1991). Interactive technology in social studies. In P. Shaver (Ed.), Handbook of research on social studies teaching and learning (pp. 513-522). New York: Macmillan Publishing Company.

Koehler, M., & Mishra, P. (2008). Introducing TPCK. In AACTE Committee on Innovation and Technology (Eds.), The handbook of technological pedagogical content knowledge for teaching and teacher educators (pp. 3-29). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.

Mason, C., Berson, M., Diem, R., Hicks, D., Lee, J., & Dralle, T. (2000). Guidelines for using technology to prepare social studies teachers. Contemporary Issues in Technology and Teacher Education [Online serial], 1(1). Retrieved from

Thorton, S.J. (1991). Teacher as curricular-instructional gatekeeper in social studies. In J.P. Shaver (Ed.), Handbook of research on social studies teaching and learning (pp. 237-248). New York: MacMillan

Waring, S. M. (2007). Informing preservice teachers about multiple representations of historical events through the utilization of digital resources. Social Studies Research and Practice, 2(1), 49-57.


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