...the past few decades with the rapid expansion of technology. Information is saturating the lives of individuals like never before. Because of this, people are having to learn new ways to access information as well as communicate information. One can no longer rely on just reading and writing alone to learn and gain understanding. Literacy has become a fluid term expanding to include technological literacy, literacy in the disciplines like mathematics, science, history, and english, as well as the traditional reading and writing fluency. It is important to understand the complexity of what literacy has come to mean in order to equip students with the proper skills needed to...
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...for Reading and Writing Across the Disciplines Contents Technical note: If using an electronic version of this handbook, click on any underlined text to link to the specific section in the document. Foreword 3 Position Statement 4 Introduction 6 Reading Across the Disciplines: • Response to Literature 8 • Reading for Information 11 Writing Across the Disciplines: • Interdisciplinary Writing 15 • Editing and Revising 18 Instructional Strategies to Use All Year 19 CAPT Strategies for All Students 22 Additional Assessment Information 25 Released Items 26 Foreword On behalf of the Connecticut State Department of Education (CSDE), I am pleased to present the Connecticut Academic Performance Test (CAPT) Third Generation Handbook for Reading and Writing Across the Disciplines. The third generation CAPT, developed in 2004 and piloted in 2005 and 2006, will be administered live for the first time in March 2007. This handbook has been developed to provide Connecticut’s public school educators with important information about the CAPT reading and writing across the disciplines assessments. It should serve as a reference for all content area teachers as they prepare their students. It is designed to answer the frequently asked questions about these assessments. I urge you to review the handbook, and I hope it will be helpful in your efforts to improve reading and writing...
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...After discussing some of the common features across these disciplines, the author discusses ESL and EAP writing programs in the universities, and the contributions of scholars to the same. Her argument is that students from across disciplines often are made to attend similar or the same programs based on research by ESL or EAP experts. The point she argues based on this context and literature discussed is that instruction in any particular discipline regarding how to write in it is best left to teachers of that particular discipline, who is more suited for the job than any language expert. The task of L2 English writing teachers, on the other hand, is to acquaint a study with the abstract principles that lie behind writing in academic...
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...Keywords: discipline, domain, learning, history, knowledge, mathematics, reading, science, writing. Abstract The roots of current disciplines and domains of study reach well back in history. An exploration of their development shows that these areas of knowledge have not only reflected cultural changes but have also influenced societies, especially through formal educational systems. Besides being characterized by their focus on a particular part of the world, disciplines are also distinguished by a specific way of thinking about their respective domains of study. Psychological research has identified several features of these pathways to knowledge (e.g., reading, writing, history, mathematics, and science) that generally define the landscape of academic practice. Although educational psychologists’ interest in how knowledge develops within specific domains has fluctuated across time, formal education throughout the world is organized around particular fields of studies and students soon come to characterize their experience of school in terms of subject matters. Thus, in education, domains seem to make a difference. The term knowledge domain refers to the part of the world investigated by a specific discipline. In other words, the domain can be characterized as the object (e.g., plants, numbers, or the past) of a specific body of knowledge (e.g., botany, mathematics, or history). Herein, we offer a survey of the development of increasingly specialized disciplines and of...
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...The Case for Writing Studies as a Major Discipline Charles Bazerman, University of California, Santa Barbara Literate activity, directly and indirectly, occupies much of the day of people in modern society. Literacy in its basic and more elaborated, specialized forms is the cornerstone in the education of the young. Literacy and symbolic artifacts underlay the information age and its information economy. Literacy along with its enabling technologies and consequent forms of social, political, and economic organization, has supported ways of life that distinguish us from humans of 5000 years ago. Literate engagement is also associated with forms of belief, commitment, and consciousness that shape modern personality. Yet the study of writing--its production, its circulation, its uses, its role in the development of individuals and societies, and its learning by individuals, social collectives, and historically emergent cultures--remains a dispersed enterprise. Inquiry into skills, practices, objects, and consequences of reading and writing is the concern of only a few people, fragmented across university disciplines, with no serious home of its own. How is it that all this enormity is the interest of a few linguistic anthropologists, a very few psychologists, an occasional sociologist, scattered cultural historians and scholars, some applied linguists, some education researchers, and an increasing but still limited number of people in the teaching of writing in higher...
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...------------------------------------------------- Metacognition by Nancy Chick, CFT Assistant Director ------------------------------------------------- Thinking about One’s Thinking Metacognition is, put simply, thinking about one’s thinking. More precisely, it refers to the processes used to plan, monitor, and assess one’s understanding and performance. Metacognition includes a critical awareness of a) one’s thinking and learning and b) oneself as a thinker and learner. Initially studied for its development in young children (Baker & Brown, 1984; Flavell, 1985), researchers soon began to look at how experts display metacognitive thinking and how, then, these thought processes can be taught to novices to improve their learning (Hatano & Inagaki, 1986). In How People Learn, the National Academy of Sciences’ synthesis of decades of research on the science of learning, one of the three key findings of this work is the effectiveness of a “‘metacognitive’ approach to instruction” (Bransford, Brown, & Cocking, 2000, p. 18). Metacognitive practices increase students’ abilities to transfer or adapt their learning to new contexts and tasks (Bransford, Brown, & Cocking, p. 12; Palincsar & Brown, 1984; Scardamalia et al., 1984; Schoenfeld, 1983, 1985, 1991). They do this by gaining a level of awareness above the subject matter: they also think about the tasks and contexts of different learning situations and themselves as learners in these different contexts...
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...knowledge Explore the different conceptualisations of organizational learning Describe different component technologies found in knowledge management Explain how knowledge management systems can assist in a variety of organizational problems Understand different ways of thinking about strategy Understand the nature of organizational culture Understand effective ways of implementing knowledge management initiatives Explain the characteristics of dominant models of the learning organization Explain the emergence of the notion of intellectual capital from a historic perspective Contrast differing frameworks and conceptions of intellectual capital Module Objectives At the end of this module you should be able to: Explain the diversity of disciplines and content that...
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...Elementary Education Standards (1999 ed-rev. 2003) - Summary DEVELOPMENT, LEARNING AND MOTIVATION 1. Development, Learning and Motivation--Candidates know, understand, and use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation. CURRICULUM 2.1. English language arts—Candidates demonstrate a high level of competence in use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas; 2.2. Science—Candidates know, understand, and use fundamental concepts in the subject matter of science—including physical, life, and earth and space sciences—as well as concepts in science and technology, science in personal and social perspectives, the history and nature of science, the unifying concepts of science, and the inquiry processes scientists use in discovery of new knowledge to build a base for scientific and technological literacy; 2.3. Mathematics—Candidates know, understand, and use the major concepts, procedures, and reasoning processes of mathematics that define number systems and number sense, geometry, measurement,...
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...efficiency as value. The use of information technology again will be important to this driver. (ASHHRA, 2012; Saver, 2006) More collaboration will be necessary. This driver dovetails with the reduction of staff at hospitals and the reduction of staff due to the aging of nurses. Nursing are a core part of the health care in hospitals and in the community. Their practice may expand due to provisions of the affordable health act. Nurse practitioners may carry out more responsibilities of doctors, who also are in short supply. Practices like dentistry will serve as entry point to address other ailments of patients. Oral health care is expanded in the ACA. Other collaborations within and outside of institutional settings and across disciplines will be necessary...
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... D., & Cervetti, G. N. (2013). The psychology and pedagogy of reading processes. In W. Reynolds, & G. Miller, (Eds.), Educational Psychology, V.VII, of Handbook of Psychology (2nd Ed) (pp. 507-554). New York: John Wiley & Sons. Chapter 12 The Psychology and Pedagogy of Reading Processes P. David Pearson and Gina Cervetti As we approach the monumental task of living up to the standard imposed by our predecessor, the late Michael Pressley, in writing the reading chapter for this, the seventh volume in the series of Handbooks of Psychology, we are both privileged and humbled by the opportunity of continuing the legacy of providing a comprehensive account of new theoretical and empirical contributions to reading research. Respectful of the cross-age approach that Pressley took in the last volume (account for progress of beginning readers, adolescent and adult readers— and along the way highlight some pedagogical processes that are salient at all levels, such as word recognition, vocabulary, and comprehension), we took a different approach. We decided to focus on reading as a fundamentally cognitive process that can be influenced by contextual forces at many levels, most notably for education, schools, and policy environments. Thus we deal with the fundamental psychological aspects of reading—word level processes (including subword processes such as phonological awareness and decoding, word reading, and vocabulary, with all of its entailments), and text-level...
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...[pic] |Course Syllabus College of Social Sciences BSHS/302 Version 6 Introduction to Human Services | |Copyright © 2011, 2009, 2005 by University of Phoenix. All rights reserved. Course Description This course provides a broad overview of the human services discipline using practice settings and social problems as lenses so that the role and function of the human service provider, as well as the clients with whom they work can be understood in context. The course begins with a brief overview of what a human service provider is, and what services these professionals provide. A history of social welfare is provided so that students can gain a historical perspective of how poor and marginalized populations have been cared for in the United States. Generalist practice skills and intervention strategies are introduced generally, but a more in-depth exploration of intervention strategies are discussed in later chapters as they apply to particular social problems and practice settings. The course concludes with an exploration of macro practice where change is affected on a broader scale, both domestically and abroad. Students should leave this class having a good idea of what a human service worker is, what they do, who they work with, as well as the gaining a deeper understanding of the mission, values and goals embraced by the human service profession. Students will gain knowledge of skills needed to do critical thinking, make oral presentations, function in learning...
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... | | |College of Social Sciences | | |BSHS/302 Version 6 | | |Introduction to Human Services | | | | Copyright © 2011, 2009, 2005 by University of Phoenix. All rights reserved. Course Description This course provides a broad overview of the human services discipline using practice settings and social problems as lenses so that the role and function of the human service provider, as well as the clients with whom they work can be understood in context. The course begins with a brief overview of what a human service provider is, and what services these professionals provide. A history of social welfare is provided so that students can gain a historical perspective of how poor and marginalized populations have been cared for in the United States. Generalist practice skills and intervention strategies are introduced generally, but a more in-depth exploration of intervention strategies are discussed in later chapters as they apply to particular social problems and practice settings. The course concludes...
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...dusk. The café was packed with long-faced men in robes sipping black coffee, smoking dark tobacco. . In that moment, day became night. The sitters drew deep on their cigarettes, coughed, and stared out at the street. Some were worrying, others dreaming, or just sitting in silence” (Shah 1). This opening passage from Tahir Shah’s In the Caliph’s House is a memorable one for me. It is the first line I read from many readings to come in my eager preparation for Morocco last summer. I remember my professor reading this line aloud during our first class meeting months later, and my anticipation at the trip to come. And now, over two months after returning from my trip to Morocco, I can instantly picture the scene, so familiar, and I am transported back to the streets of Fes outside our hotel. Travel writers like Shah, as well as anthropologists, use the power of writing to weave words into deep meaning. Before the classes and trip, I had little knowledge or experience in the fields of anthropology or travel writing. In becoming acquainted with these disciplines fall quarter, they seemed like completely different fields to me. Anthropology is a social science that studies the origins and social relationships of human beings. Travel writing, on the other hand, seemed a broad category of writing that encompassed basically any traveler writing about a different country or culture for practically any purpose. The main differences between anthropology and travel writing are the audience...
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...about the need for skills within written academic English. However, even if there arguably are core aspects and skills, it is important to acknowledge the fact that many differences exist when it comes to how certain disciplines grapple the challenges of writing academic discourse. The question, then, is whether we should rather talk about Academic Writings, to highlight this heterogeneity. A General Approach Indeed, in the debate on teaching approaches to Academic Writing (AW), there are proponents of a more generalised stance. The advocates of such an approach argue that there are commonalities across academic writing and that a number of core skills can and should be taught (see e.g. Bloor & Bloor, 1986). These core skills could have to do with features of academic prose and text-type patterns that recur in academic writing across disciplines. One of the more frequently proposed arguments in favour of a generalised approach is the lack of subject knowledge and expertise among writing instructors. Such lack of knowledge places restrictions on what can be taught and consequently focus should be placed on more broad principles. Examples of more general features of academic writing and characteristics that are frequently argued to exist across disciplines are specialist vocabulary, impersonal voice, and the way in which ideas are packed into relatively few words (Hyland 2006). It is not uncommon, for example, to see authors of books on academic writing postulate generalised...
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...data, there is a large achievement gap between White students compared to Black and Hispanic students. For example, 95.56% of White students scored proficient in reading, but only 59.62% of Black and Hispanic students scored proficient. This 35. 94% achievement gap is too large and should be a high concern for the Denver Public School system. It is important to realize that this small amount of Black and Hispanic students are trying to survive in a proficiency white, upper class environment that portrays different cultural perceptions of school. These minorities are trying to place themselves into an educational environment that doesn’t provided them with teachers, classroom materials and or standardized tests that represent their language and cultural background. “ The historical, political, social, and cultural experience of men and women can never be acquired outside of the conflict between those forces that are dedicated to the prevention of self-assumption on the part of individuals and groups and those forces that work in favor of such assumption” (Freire,----p.46). In reading and math, 93.33% and 95.56% of White students scored proficient, while Black and Hispanic Students only scored 34.48% and 55.17%. The majority of students at the school are white (72.66%), so their high scores in Reading, Writing, and Math could be keeping Carson’s status as a distinguished school afloat. Again, the data shows a large gap for writing between Whites and limited English...
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