Theoretical Frameworks a. Organizational Change b. Socio-Cultural Learning Theory V. Literature Review a. National English Language Arts Deficiencies b. Common Planning, Common Lesson Planning, Common Assessments c. Professional Learning Communities d. Issues and Challenges that Administrators Face
The language or communication that denotes a rhetorical situation is called discourse. As referenced above, the four constituents seen in rhetorical situations are exigence, rhetors, audience and constraints. Exigence is the “problem or need that can be addressed by communication” (Grant-Davie, 2011, p.102). Rhetors are the people who generate the rhetorical situation. It is important in the reading and writing process to acknowledge the author’s purpose for writing as well as the planned audience; critical thinking during reading is helpful in understanding the motivation for writing.
In order to understand Salamon's argument however it is first necessary to provide a clear analysis of Feinburg's theory. Feinburg argues that transgendered people have been historically subjected as invisible by a society that rejects gender difference. Through this observation, Feinburg suggests that theory has a key part in helping with the circulation of social change because it can steer action. With this in mind, Feinburg claims that the relation between history and theory are simple through the idea that gender can be explained through the social construction of languages. To illustrate this idea, Feinburg (2010) states, 'History is the record of past experience.
165) Learning is an active process which leads to the creation of schemas. Schemas are concepts or ideas of what things are. Schemas are constructed as we encounter new experiences and engage in the process of adaptation. (instructor, ch.6 notes). The process begins with the equilibrium which is thrown off by a new experience.
The changing values and attitudes towards education, the importance of literature, marriage and the position of women in society are explored through the marked differences in textual form. A reader’s interest in the parallels of the importance of education and literature between the past and the present are enhanced by considering the differences in textual form. Using her writing to explore the significance of reading and writing towards a good education, Fay Weldon uses Austen’s Pride and Prejudice to address the craft of writing and the power of language through the use of didacticism and the epistolary form throughout Letters to Alice. The epistolary framework of Weldon’s text attempts to differentiate between literature and the nature of writing itself, stressing that “Fiction, thank God, it not and need not be reality”. By directly addressing the reader, through Aunt Fay’s desire to persuade Alice to read not just any “thrillers and romances” which are “temporary”, the reader is placed in a similar position to Alice, and we are essentially being educated on the importance of literature.
This essay will illustrate my understanding of interprofessional working and education. This willl be achieved through giving examples and discussing policies and legislation that supports the need for collaborative working . As well as identifing literature that advocates interprofessionalism, this essay will also draw attention to the barriers that make implementing such a way of working difficult to achieve, and will outline possible stratergies for overcoming them. The key concepts of each term will be explored, drawing information from a variety of sources. Part of this essay will focus on knowledge and expierences gained from enquiry based learning sessions and how they relate to the concepts and issues surrounding interprofessional working.
Fashioning Selves Throughout this chapter, the author’s focuses heavily gender as a performance. Gender is constructed through one’s set of practices while one is trying to claim and establish an identity in a society. One’s ‘day to day actions’ is what morphs into a certain identity. Most importantly they point in the beginning of the chapter that ‘gender is not part of one’s essence.’ What was also captivating about this reading was the way in which they tied in linguistic and practice styles into gender as a performance. They explained that linguistic practices can be thought of as ‘constituting a conventional toolbox for constructing gender identities and relations’, (speech acts etc).
Theory: 1- Talk about theory in social (importance/ aim) 2- Theories and models that have influenced me during my studies and placement (theoretical framework). 3- within each theory I can mention: a- what this theory is about b- why this theory is relevant to me. How I learn about it c- Example of how
But the growing interest in learner centredness indicates a new and emerging valuing of diversity and difference, which also links with the points I made about networking. 3 Reflective practice and teacher learning This is about teachers questioning and exploring their own practice of teaching. It is a sort of systematic curiosity about going beyond the edges of what we know and do, to find out how we could do things differently or better. Of particular interest are questions like 'Is there a discrepancy between what I say I do and what I actually do?' Action research might guide us to try to become more aware of our own beliefs and how they frame the way we teach and think about teaching.
Donald Bear, Marcia Invernizzi, Shane Templeton, and Francine Johnston (2008) explain that there are two purposes for word studies. First is to help students develop a general knowledge of English spellings. Second, word study increases their specific knowledge of the spelling and meanings of words. Word studies are developmental because teachers must differentiate instruction for different levels of word knowledge (Bear et. Al, 2008).