Teaching Literature Using Dialogic Literary Argumentation Secondary School

Introducing a new framework for teaching and learning literature in secondary schools, this book presents Dialogic Literary Argumentation as an inquiry-based approach to engage students in communicating and exploring ideas about literature.

Info autore

Matt Seymour is a Doctoral Candidate at The Ohio State University, USA. He is a former high school English language arts teacher.
Theresa Thanos is a Doctoral Candidate at The Ohio State University, USA. She is a former middle school and high school English language arts teacher.
George E. Newell is Professor of Teaching and Learning at The Ohio State University, USA, and Principal Investigator of The Ohio State University Argumentative Writing Project.
David Bloome is the EHE Distinguished Professor of Teaching and Learning and Director of the Center for Video Ethnography and Discourse Analysis at The Ohio State University, USA.

Riassunto

Introducing a new framework for teaching and learning literature in secondary schools, this book presents Dialogic Literary Argumentation as an inquiry-based approach to engage students in communicating and exploring ideas about literature.

Dettagli sul prodotto

• Autori: Matthew Seymour, Theresa Thanos, George Newell, David Bloome, Matthew Thanos Seymour, George E. Newell, Matt Thanos Seymour, Matt Seymour, Newell George E., Bloome David
• Editore: Taylor & Francis Ltd.
• Contenuto: Libro
• Forma del prodotto: Copertina rigida
• Data pubblicazione: 30.04.2020
• Categoria: Scienze umane, arte, musica > Pedagogia > Istruzione; Scienze sociali, diritto, economia > Media, comunicazione > Scienze della comunicazione
• EAN: 9780367252205
• ISBN: 978-0-367-25220-5
• Numero di pagine: 154
• Categorie: EDUCATION / General, EDUCATION / Research, HISTORY / Study & Teaching, Communication Studies, Secondary Schools, Teaching of a specific subject, EDUCATION / Schools / Levels / Secondary, EDUCATION / Teaching / Subjects / Language Arts, professional learning communities, student engagement strategies, classroom discourse analysis, inquiry based instruction, secondary literacy pedagogy, risk taking in learning, dialogic argumentation in literature classrooms