Resultaten voor 'v g lee'

1. Valarie G. , Lee
2. Valerie G. , Lee

Learning from the Boys

The "Boy Crisis" is cited often in educational and news reports due to the consistent readingachievement gap for boys and the statistics paint a dismal picture of boys in school. Politicians andresearchers often focus on boys' low scores on reading achievement tests and compare these scoresto the girls' scores with little consideration for the actual reading lives of boys. As a result,adolescent boys' vernacular reading is most often misunderstood.This book documents my journey as a mother of three boys and teacher of adolescents, as I attemptto articulate both the in-school and out-of-school experiences of boys. The book describes myattempts at creating a more complete picture of the reading lives and experiences of adolescent boysby describing three boys and their reading experiences in their natural contexts. It provides a rich description, revealing disconnectsbetween school literacy practices and boys' vernacular literacy practices.In this book, parents, administrators, and teachers will find discover the complexity of boys as readers, challenging educators to pursueeffective practice and curricular decisions which go beyond the quick fixes for "the boy problem" so often seen in response to low testscores. This book provides parents, administrators, and teachers with an in-depth description of three boy readers. What emerges is adescription of the complexity of boys as readers, challenging educators to pursue effective practice and curricular decisions which gobeyond the quick fixes for "the boy problem" so often seen in response to low test scores.Teachers interested in mentoring boy readers will find this book helpful. This book can alsobe used with pre-service and in-service teachers, in undergraduate and graduate courses,and in professional development.

1. Valarie G. , Lee
2. Valerie G. , Lee

Learning from the Boys

The "Boy Crisis" is cited often in educational and news reports due to the consistent readingachievement gap for boys and the statistics paint a dismal picture of boys in school. Politicians andresearchers often focus on boys' low scores on reading achievement tests and compare these scoresto the girls' scores with little consideration for the actual reading lives of boys. As a result,adolescent boys' vernacular reading is most often misunderstood.This book documents my journey as a mother of three boys and teacher of adolescents, as I attemptto articulate both the in-school and out-of-school experiences of boys. The book describes myattempts at creating a more complete picture of the reading lives and experiences of adolescent boysby describing three boys and their reading experiences in their natural contexts. It provides a rich description, revealing disconnectsbetween school literacy practices and boys' vernacular literacy practices.In this book, parents, administrators, and teachers will find discover the complexity of boys as readers, challenging educators to pursueeffective practice and curricular decisions which go beyond the quick fixes for "the boy problem" so often seen in response to low testscores. This book provides parents, administrators, and teachers with an in-depth description of three boy readers. What emerges is adescription of the complexity of boys as readers, challenging educators to pursue effective practice and curricular decisions which gobeyond the quick fixes for "the boy problem" so often seen in response to low test scores.Teachers interested in mentoring boy readers will find this book helpful. This book can alsobe used with pre-service and in-service teachers, in undergraduate and graduate courses,and in professional development.

Annals of Theoretical Psychology

This is the first of a two-volume work in the Annals series devoted to developmental psychology. The project was originally conceived in 1985 when Paul van Geert, who had just completed his Theory building in developmental psychology (North Holland, 1986), agreed to col­ laborate on anAnnals volume examining foundational issues pertaining to the concept of development. The project attracted considerable interest and, in view of the length of the resulting manuscript, a decision was made to publish it in two volumes. Fortunately, the contributors provided coherent perspectives on two relatively distinct developmen­ tal themes which served to facilitate our task of dividing their contribu­ tions into two volumes. The first volume deals with the foundations of developmental theory and methodology; the second volume -to appear as Volume 8 of the Annals -with theoretical issues in developmental psychology. In this first volume, the contributions by Willis Overton and Joachim Wohlwill were completed in 1988, those by Roger Dixon, Richard Lerner, and David Hultsch, and Paul van Geert in 1989. Commentaries followed quickly and replies to commentaries were completed in 1990. Paul van Geert provides a general framework within which the founda­ tional issues of development are discussed. He is especially concerned with the nature of transition models and the structure of time in developmental theory. The relationship between methods and framework, or theory, is the topic of Joachim Wohlwill's contribution.