Improve your understanding of verb phrases and noun phrases
Making a Difference by Making it Different: How researchers and educators can create kinder literacy interventions.
Sue Ellis (Harold Rosen Memorial Lecture)
We know that social class and gender are strongly associated with how easily and how well children learn to read. Despite this, many education policies frame literacy as a cognitive endeavour and suggest cognitive, content-based curricular interventions to address the attainment gap. Such approaches often ignore children’s social/cultural capital and identity in ways that risk literacy teaching appearing alien and unkind.
Here for our members to download is a presentation by Patrick Ryan, from the joint UKLA/UEL conference 'Promoting Effective Talk in Classrooms', held on Friday 9th November in London.
Here for our members to download is a presentation by David Reedy from the joint UKLA/UEL conference 'Promoting Effective Talk in Classrooms', held on Friday 9 November in London.
Who'll tell the story? Why teaching and researching narratives still matters.
This presentation will re-visit some of Harold Rosen’s powerful arguments in The Dramatic Mode (1980) and Stories and Meanings (1985) about why it matters that young people both create their own narratives in the classroom and engage with other people’s narratives as well.
This presentation will consider some important lines of inquiry bearing on talk and learning in classrooms before going on to look at how the language of neuroscience is permeating education and potentially changing our understanding of learning and the learner.
In the context of UKLA’s 50th anniversary and in recognition of Harold Rosen’s rich contribution within the period, this memorial lecture will revisit the ‘irrepressible genre’ of narrative (Rosen, 1984), re-examining its potency as a fundamental mode of thought (Bruner, 1986) an organisational device that enables us to order experience, real and imagined and a space to play and co-create.
Drawing on comparative analysis of different familial circumstances as well as recent research in the learning sciences, Heath helps educators and policymakers rethink their roles in the future of reading for young learners.