Boys will be boys? :: bridging the great gendered literacy divide /
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 classroo...
Gespeichert in:
| 1. Verfasser: | |
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| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Rotterdam :
SensePublishers,
2014.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | 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 |
| Beschreibung: | 1 online resource (xvi, 112 pages) |
| Bibliographie: | Includes bibliographical references. |
| ISBN: | 9789462095397 9462095396 |
Internformat
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| 100 | 1 | |a Bausch, Linda S., |e author. | |
| 245 | 1 | 0 | |a Boys will be boys? : |b bridging the great gendered literacy divide / |c Linda S. Bausch. |
| 264 | 1 | |a Rotterdam : |b SensePublishers, |c 2014. | |
| 300 | |a 1 online resource (xvi, 112 pages) | ||
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| 504 | |a Includes bibliographical references. | ||
| 520 | |a 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 | ||
| 588 | 0 | |a Online resource; title from PDF title page (SpringerLink, viewed April 17, 2014). | |
| 505 | 0 | |a Acknowledgements; table of contents; introduction; overview of the book; prologue: "it's supposed to be acliffhanger!"; a literacy mis-match; chapter 1:what counts as literacy?; watching seth-teaching me; what counts as literacy?; where is the mismatch?; where it began; my observations; rethinking my literacy world; chris; critical pedagogy: critical teaching; teacher reflection section: what counts as literacy?; notes; teacher reflection section notes; chapter 2: "doing school": what counts in theclassroom; the setting: the smith street elementary school; the teacher; the classroom. | |
| 505 | 8 | |a Liz's dialogic curriculum: voices heardcomputer lab: writing workshop; meet "the boys"the artic song project; danny; alec; evan; mikey; lean in and listen; teacher reflection section: seeing my students.; notes; teacher reflection section notes; chapter 3:exploring the boys' literacy land; boys identity; methodology; data sources & analysis; testing the tests; reporting on the report cards; what does this mean?; but, what about real numbers?; is it just in america?; belief systems; teacher reflection section: boys will be boys?; note; teacher reflection section notes. | |
| 505 | 8 | |a Chapter 4:the stories we tellwriting for social purposes; what does gendered writing mean?; what counts as literacy?; violence in writing; the vacation; "don't forget to add in the guts and stuff!"; dan's artic fox story; the killing camera; writing is fine ... when i can write whatever i want ... ; tim's interview; you're my friend!; matt's dream; alec's revenge; tim: artic wolves, submarines, and dreams; three artic wolves; writing social worlds; teacher reflection section: defining writing; note; teacher reflection section notes. | |
| 505 | 8 | |a Chapter 5: the artic animals meet the zombie zone: literacy in the school livesof 3rd grade boyszombie zone; membership: roles and competition; the underlife of the boys' literacy practices; multiple literacy clubs; the creepy monster; membership: roles and competition; the underlife of the boys' literacy practices; social and discourse-identity work; code switching in the boys' literacy club; teacher reflection section: what counts in writing?; note; teacher reflection section notes; chapter 6: "but, i'm not reading out loud!"reading as social work. | |
| 505 | 8 | |a READING GROUPS, READING MOVES, READING TALKRENT A THIRD GRADER (Hiller, 1996); T.J., WITHOUT A WORD; YOU'RE "IN" IF YOU'RE A BOY; THE BRAVEST THING (Napoli, 1995); A BOY'S LITERACY CLUB OF ONE: THE STORIES JULIAN TELLS (Cameron); IRON WILL (1994); BEING PRIVY TO THE RULES AND REGULATIONS; WHAT JUST HAPPENED?; TEACHER REFLECTION SECTION: WHAT COUNTS IN READING?; TEACHER REFLECTION SECTION NOTES; CHAPTER 7:THE BOY'S LITERACY CLUB; LEARNING SOCIALIZATION AND SOCIALIZING LEARNING; VISIONS OF LITERACY; WHAT COUNTS AS SCHOOL LITERACIES?; WHAT CAN WE DO?; HONORING TALK AROUND TEXTS. | |
| 650 | 0 | |a Boys |x Education. | |
| 650 | 0 | |a Literacy. |0 http://id.loc.gov/authorities/subjects/sh85077482 | |
| 650 | 6 | |a Garçons |x Éducation. | |
| 650 | 7 | |a EDUCATION |x Administration |x General. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Organizations & Institutions. |2 bisacsh | |
| 650 | 7 | |a Droit. |2 eclas | |
| 650 | 7 | |a Sciences sociales. |2 eclas | |
| 650 | 7 | |a Sciences humaines. |2 eclas | |
| 650 | 7 | |a Boys |x Education |2 fast | |
| 650 | 7 | |a Literacy |2 fast | |
| 758 | |i has work: |a Boys will be boys [electronic resource] (Text) |1 https://id.oclc.org/worldcat/entity/E39PCYB9tmh6XTxR3d9HPyW6Bq |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Bausch, Linda S. |t Boys will be boys? : bridging the great gendered literacy divide. |d Rotterdam, Netherlands : Sense Publishers, ©2014 |h xvi, 112 pages |z 9789462095380 |
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| contents | Acknowledgements; table of contents; introduction; overview of the book; prologue: "it's supposed to be acliffhanger!"; a literacy mis-match; chapter 1:what counts as literacy?; watching seth-teaching me; what counts as literacy?; where is the mismatch?; where it began; my observations; rethinking my literacy world; chris; critical pedagogy: critical teaching; teacher reflection section: what counts as literacy?; notes; teacher reflection section notes; chapter 2: "doing school": what counts in theclassroom; the setting: the smith street elementary school; the teacher; the classroom. Liz's dialogic curriculum: voices heardcomputer lab: writing workshop; meet "the boys"the artic song project; danny; alec; evan; mikey; lean in and listen; teacher reflection section: seeing my students.; notes; teacher reflection section notes; chapter 3:exploring the boys' literacy land; boys identity; methodology; data sources & analysis; testing the tests; reporting on the report cards; what does this mean?; but, what about real numbers?; is it just in america?; belief systems; teacher reflection section: boys will be boys?; note; teacher reflection section notes. Chapter 4:the stories we tellwriting for social purposes; what does gendered writing mean?; what counts as literacy?; violence in writing; the vacation; "don't forget to add in the guts and stuff!"; dan's artic fox story; the killing camera; writing is fine ... when i can write whatever i want ... ; tim's interview; you're my friend!; matt's dream; alec's revenge; tim: artic wolves, submarines, and dreams; three artic wolves; writing social worlds; teacher reflection section: defining writing; note; teacher reflection section notes. Chapter 5: the artic animals meet the zombie zone: literacy in the school livesof 3rd grade boyszombie zone; membership: roles and competition; the underlife of the boys' literacy practices; multiple literacy clubs; the creepy monster; membership: roles and competition; the underlife of the boys' literacy practices; social and discourse-identity work; code switching in the boys' literacy club; teacher reflection section: what counts in writing?; note; teacher reflection section notes; chapter 6: "but, i'm not reading out loud!"reading as social work. READING GROUPS, READING MOVES, READING TALKRENT A THIRD GRADER (Hiller, 1996); T.J., WITHOUT A WORD; YOU'RE "IN" IF YOU'RE A BOY; THE BRAVEST THING (Napoli, 1995); A BOY'S LITERACY CLUB OF ONE: THE STORIES JULIAN TELLS (Cameron); IRON WILL (1994); BEING PRIVY TO THE RULES AND REGULATIONS; WHAT JUST HAPPENED?; TEACHER REFLECTION SECTION: WHAT COUNTS IN READING?; TEACHER REFLECTION SECTION NOTES; CHAPTER 7:THE BOY'S LITERACY CLUB; LEARNING SOCIALIZATION AND SOCIALIZING LEARNING; VISIONS OF LITERACY; WHAT COUNTS AS SCHOOL LITERACIES?; WHAT CAN WE DO?; HONORING TALK AROUND TEXTS. |
| ctrlnum | (OCoLC)876903222 |
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| discipline | Pädagogik |
| format | Electronic eBook |
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Bausch.</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Rotterdam :</subfield><subfield code="b">SensePublishers,</subfield><subfield code="c">2014.</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 online resource (xvi, 112 pages)</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">computer</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">online resource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="347" ind1=" " ind2=" "><subfield code="a">text file</subfield></datafield><datafield tag="347" ind1=" " ind2=" "><subfield code="b">PDF</subfield></datafield><datafield tag="504" ind1=" " ind2=" "><subfield code="a">Includes bibliographical references.</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">This book addresses the issue of preadolescent boys literacy practices and the social construction of their identities as they navigate multiple classroom literacies. 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| id | ZDB-4-EDU-ocn876903222 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-26T14:54:11Z |
| institution | BVB |
| isbn | 9789462095397 9462095396 |
| language | English |
| oclc_num | 876903222 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource (xvi, 112 pages) |
| psigel | ZDB-4-EDU |
| publishDate | 2014 |
| publishDateSearch | 2014 |
| publishDateSort | 2014 |
| publisher | SensePublishers, |
| record_format | marc |
| spelling | Bausch, Linda S., author. Boys will be boys? : bridging the great gendered literacy divide / Linda S. Bausch. Rotterdam : SensePublishers, 2014. 1 online resource (xvi, 112 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier text file Includes bibliographical references. 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 Online resource; title from PDF title page (SpringerLink, viewed April 17, 2014). Acknowledgements; table of contents; introduction; overview of the book; prologue: "it's supposed to be acliffhanger!"; a literacy mis-match; chapter 1:what counts as literacy?; watching seth-teaching me; what counts as literacy?; where is the mismatch?; where it began; my observations; rethinking my literacy world; chris; critical pedagogy: critical teaching; teacher reflection section: what counts as literacy?; notes; teacher reflection section notes; chapter 2: "doing school": what counts in theclassroom; the setting: the smith street elementary school; the teacher; the classroom. Liz's dialogic curriculum: voices heardcomputer lab: writing workshop; meet "the boys"the artic song project; danny; alec; evan; mikey; lean in and listen; teacher reflection section: seeing my students.; notes; teacher reflection section notes; chapter 3:exploring the boys' literacy land; boys identity; methodology; data sources & analysis; testing the tests; reporting on the report cards; what does this mean?; but, what about real numbers?; is it just in america?; belief systems; teacher reflection section: boys will be boys?; note; teacher reflection section notes. Chapter 4:the stories we tellwriting for social purposes; what does gendered writing mean?; what counts as literacy?; violence in writing; the vacation; "don't forget to add in the guts and stuff!"; dan's artic fox story; the killing camera; writing is fine ... when i can write whatever i want ... ; tim's interview; you're my friend!; matt's dream; alec's revenge; tim: artic wolves, submarines, and dreams; three artic wolves; writing social worlds; teacher reflection section: defining writing; note; teacher reflection section notes. Chapter 5: the artic animals meet the zombie zone: literacy in the school livesof 3rd grade boyszombie zone; membership: roles and competition; the underlife of the boys' literacy practices; multiple literacy clubs; the creepy monster; membership: roles and competition; the underlife of the boys' literacy practices; social and discourse-identity work; code switching in the boys' literacy club; teacher reflection section: what counts in writing?; note; teacher reflection section notes; chapter 6: "but, i'm not reading out loud!"reading as social work. READING GROUPS, READING MOVES, READING TALKRENT A THIRD GRADER (Hiller, 1996); T.J., WITHOUT A WORD; YOU'RE "IN" IF YOU'RE A BOY; THE BRAVEST THING (Napoli, 1995); A BOY'S LITERACY CLUB OF ONE: THE STORIES JULIAN TELLS (Cameron); IRON WILL (1994); BEING PRIVY TO THE RULES AND REGULATIONS; WHAT JUST HAPPENED?; TEACHER REFLECTION SECTION: WHAT COUNTS IN READING?; TEACHER REFLECTION SECTION NOTES; CHAPTER 7:THE BOY'S LITERACY CLUB; LEARNING SOCIALIZATION AND SOCIALIZING LEARNING; VISIONS OF LITERACY; WHAT COUNTS AS SCHOOL LITERACIES?; WHAT CAN WE DO?; HONORING TALK AROUND TEXTS. Boys Education. Literacy. http://id.loc.gov/authorities/subjects/sh85077482 Garçons Éducation. EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Droit. eclas Sciences sociales. eclas Sciences humaines. eclas Boys Education fast Literacy fast has work: Boys will be boys [electronic resource] (Text) https://id.oclc.org/worldcat/entity/E39PCYB9tmh6XTxR3d9HPyW6Bq https://id.oclc.org/worldcat/ontology/hasWork Print version: Bausch, Linda S. Boys will be boys? : bridging the great gendered literacy divide. Rotterdam, Netherlands : Sense Publishers, ©2014 xvi, 112 pages 9789462095380 FWS01 ZDB-4-EDU FWS_PDA_EDU https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=779480 Volltext |
| spellingShingle | Bausch, Linda S. Boys will be boys? : bridging the great gendered literacy divide / Acknowledgements; table of contents; introduction; overview of the book; prologue: "it's supposed to be acliffhanger!"; a literacy mis-match; chapter 1:what counts as literacy?; watching seth-teaching me; what counts as literacy?; where is the mismatch?; where it began; my observations; rethinking my literacy world; chris; critical pedagogy: critical teaching; teacher reflection section: what counts as literacy?; notes; teacher reflection section notes; chapter 2: "doing school": what counts in theclassroom; the setting: the smith street elementary school; the teacher; the classroom. Liz's dialogic curriculum: voices heardcomputer lab: writing workshop; meet "the boys"the artic song project; danny; alec; evan; mikey; lean in and listen; teacher reflection section: seeing my students.; notes; teacher reflection section notes; chapter 3:exploring the boys' literacy land; boys identity; methodology; data sources & analysis; testing the tests; reporting on the report cards; what does this mean?; but, what about real numbers?; is it just in america?; belief systems; teacher reflection section: boys will be boys?; note; teacher reflection section notes. Chapter 4:the stories we tellwriting for social purposes; what does gendered writing mean?; what counts as literacy?; violence in writing; the vacation; "don't forget to add in the guts and stuff!"; dan's artic fox story; the killing camera; writing is fine ... when i can write whatever i want ... ; tim's interview; you're my friend!; matt's dream; alec's revenge; tim: artic wolves, submarines, and dreams; three artic wolves; writing social worlds; teacher reflection section: defining writing; note; teacher reflection section notes. Chapter 5: the artic animals meet the zombie zone: literacy in the school livesof 3rd grade boyszombie zone; membership: roles and competition; the underlife of the boys' literacy practices; multiple literacy clubs; the creepy monster; membership: roles and competition; the underlife of the boys' literacy practices; social and discourse-identity work; code switching in the boys' literacy club; teacher reflection section: what counts in writing?; note; teacher reflection section notes; chapter 6: "but, i'm not reading out loud!"reading as social work. READING GROUPS, READING MOVES, READING TALKRENT A THIRD GRADER (Hiller, 1996); T.J., WITHOUT A WORD; YOU'RE "IN" IF YOU'RE A BOY; THE BRAVEST THING (Napoli, 1995); A BOY'S LITERACY CLUB OF ONE: THE STORIES JULIAN TELLS (Cameron); IRON WILL (1994); BEING PRIVY TO THE RULES AND REGULATIONS; WHAT JUST HAPPENED?; TEACHER REFLECTION SECTION: WHAT COUNTS IN READING?; TEACHER REFLECTION SECTION NOTES; CHAPTER 7:THE BOY'S LITERACY CLUB; LEARNING SOCIALIZATION AND SOCIALIZING LEARNING; VISIONS OF LITERACY; WHAT COUNTS AS SCHOOL LITERACIES?; WHAT CAN WE DO?; HONORING TALK AROUND TEXTS. Boys Education. Literacy. http://id.loc.gov/authorities/subjects/sh85077482 Garçons Éducation. EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Droit. eclas Sciences sociales. eclas Sciences humaines. eclas Boys Education fast Literacy fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85077482 |
| title | Boys will be boys? : bridging the great gendered literacy divide / |
| title_auth | Boys will be boys? : bridging the great gendered literacy divide / |
| title_exact_search | Boys will be boys? : bridging the great gendered literacy divide / |
| title_full | Boys will be boys? : bridging the great gendered literacy divide / Linda S. Bausch. |
| title_fullStr | Boys will be boys? : bridging the great gendered literacy divide / Linda S. Bausch. |
| title_full_unstemmed | Boys will be boys? : bridging the great gendered literacy divide / Linda S. Bausch. |
| title_short | Boys will be boys? : |
| title_sort | boys will be boys bridging the great gendered literacy divide |
| title_sub | bridging the great gendered literacy divide / |
| topic | Boys Education. Literacy. http://id.loc.gov/authorities/subjects/sh85077482 Garçons Éducation. EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Droit. eclas Sciences sociales. eclas Sciences humaines. eclas Boys Education fast Literacy fast |
| topic_facet | Boys Education. Literacy. Garçons Éducation. EDUCATION Administration General. EDUCATION Organizations & Institutions. Droit. Sciences sociales. Sciences humaines. Boys Education Literacy |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=779480 |
| work_keys_str_mv | AT bauschlindas boyswillbeboysbridgingthegreatgenderedliteracydivide |