Literaturnachweis - Detailanzeige
| Autor/inn/en | Alvermann, Donna; und weitere |
|---|---|
| Institution | National Reading Research Center, Athens, GA.; National Reading Research Center, College Park, MD. |
| Titel | The Gendered Language of Texts and Classrooms: Teachers and Students Exploring Multiple Perspectives and Interpretations. Instructional Resource No. 23. |
| Quelle | (1996), (7 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Leitfaden; Unterricht; Lehrer; Classroom Communication; Classroom Environment; Gender Issues; Junior High Schools; Language Role; Middle Schools; Reader Text Relationship; Sex Differences; Teacher Role |
| Abstract | Designed to help middle and secondary level teachers create spaces for students to explore multiple perspectives and interpretations of their texts, this brochure offers teachers who have experienced classroom talk that leads to gender divisiveness among students an opportunity to consider new ways of thinking about such talk. The brochure discusses the language of the classroom, language of the text, creating spaces, multiple perspectives and interpretations, and interrupting the status quo. The brochure presents two examples from an eighth-grade language arts classroom of the several filters (gender, social class, race, ethnicity, culture) through which readers experience text. (RS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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