School Discourse: Learning to write across the years of schooling
This book tracks the developmental changes in writing across the schools curriculum, enhancing a key area of research in applied linguistics. Writing development has been a key area of research in applied linguistics for some time, but most work has focused on children's writing at particular ages. Christie and Derewianka draw on extensive research in both primary and secondary years to trace the developmental trajectory from age 5 or 6 through to 18.
Written to inform students of the main principles, concepts, and research findings of key theories of learning–especially as they relate to education–and to provide applications of principles and concepts in settings where teaching and learning occur, this revised text blends theory, research, and applications throughout, providing its readers with a coherent and unified perspective on learning in educational settings. The primary emphasis is placed on cognitive theories that stress learners’ constructions of beliefs, skills, strategies, and knowledge, but behavioral theories are also discussed in detail.
Most of the chapters in this book are extended papers from Research Learning in Virtual Environments (reLIVE08), an international conference held by the UK Open University in Milton Keynes in November 2008. Authors of the best papers and presentations from the conferences were invited to contribute to Research Learning in Virtual Worlds, the first book to specifically address research methods and related issues for education in virtual worlds.
The Companion to Phonology is the definitive guide to a key area of linguistic study. It covers all the most important issues, concepts, movements and approaches in the field. It offers readers a comprehensive reference resource, with an overview of key topics, research areas, new directions and a manageable guide to beginning or developing research in the field.
Handbook of Accessible Achievement Tests for All Students - Bridging the Gaps Between Research, Practice, and Policy
Drawing on an extensive theoretical and research base, and covering both policy concerns and test design issues, this handbook shows how to move student assessment beyond ‘universal’ standards and towards practices that genuinely enhance learning outcomes. This Handbook is an essential reference for researchers, practitioners, and graduate students in education and allied disciplines, including child and school psychology, social work, special education, learning and measurement, and education policy.
