Coles Gerald (116 results)

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Paperback. Condition: Very Good. It's a well-cared-for item that has seen limited use. The item may show minor signs of wear. All the text is legible, with all pages included. It may have slight markings and/or highlighting.

Paperback. Condition: Fair. Across the nation, legislators and policy makers are dictating the course of literacy education--all in the name of "indisputable scientific evidence." Unchallenged, this research has impacted just about every area of reading instruction. Now, just in time, nationally renowned educational psychologist Gerald Coles enters the discussion, offering the first comprehensive, clearly written critique of the so-called evidence. This important book examines the studies of leading researchers who have testified in various hearings and promoted policy and legislation on behalf of skills-emphasis learning, especially those financed by the National Institute of Child Health and Human Development (NICHD). No other book has systematically and comprehensively analyzed this work. Coles not only identifies each claim, he analyzes the research that backs it up. Chief among them are that: Phonemic awareness is the chief causal influence in learning to read. Skills-training programs facilitate learning to read and remediate reading problems. Research has demonstrated the superiority of skills emphasis over whole language instruction. The effectiveness of a widely acclaimed skills-emphasis reading program has been demonstrated in published research. A brain "glitch" associated with phonemic awareness is responsible for the reading problems of many children. At the beginning of each chapter is a summary of the claims and the major criticism of the research discussed in the chapter. These reader-friendly summaries enable you to conceptualize and organize the arguments quickly, and can serve many possible uses--including "talking points," hand-outs, or overheads for presentations. The publication of Misreading Readingmarks a shift in the balance of power and an opportunity to enact early reading policy and legislation based on "good science." Preservice and inservice teachers, teacher educators, administrators, parents, anyone confronted with complex and mystifying claims about the value of direct instruction in reading instruction will benefit from this book.…

Paperback. Condition: Good. Across the nation, legislators and policy makers are dictating the course of literacy education--all in the name of "indisputable scientific evidence." Unchallenged, this research has impacted just about every area of reading instruction. Now, just in time, nationally renowned educational psychologist Gerald Coles enters the discussion, offering the first comprehensive, clearly written critique of the so-called evidence. This important book examines the studies of leading researchers who have testified in various hearings and promoted policy and legislation on behalf of skills-emphasis learning, especially those financed by the National Institute of Child Health and Human Development (NICHD). No other book has systematically and comprehensively analyzed this work. Coles not only identifies each claim, he analyzes the research that backs it up. Chief among them are that: Phonemic awareness is the chief causal influence in learning to read. Skills-training programs facilitate learning to read and remediate reading problems. Research has demonstrated the superiority of skills emphasis over whole language instruction. The effectiveness of a widely acclaimed skills-emphasis reading program has been demonstrated in published research. A brain "glitch" associated with phonemic awareness is responsible for the reading problems of many children. At the beginning of each chapter is a summary of the claims and the major criticism of the research discussed in the chapter. These reader-friendly summaries enable you to conceptualize and organize the arguments quickly, and can serve many possible uses--including "talking points," hand-outs, or overheads for presentations. The publication of Misreading Readingmarks a shift in the balance of power and an opportunity to enact early reading policy and legislation based on "good science." Preservice and inservice teachers, teacher educators, administrators, parents, anyone confronted with complex and mystifying claims about the value of direct instruction in reading instruction will benefit from this book.…

Condition: Good. [ No Hassle 30 Day Returns ][ Ships Daily ] [ Underlining/Highlighting: NONE ] [ Writing: NONE ] [ Edition: Reprint ] Publisher: Heinemann Pub Date: 7/14/2000 Binding: Paperback Pages: 138 Reprint edition.

Paperback. Condition: Very Good. 1. It's a well-cared-for item that has seen limited use. The item may show minor signs of wear. All the text is legible, with all pages included. It may have slight markings and/or highlighting.

Condition: very_good. Fast Free Shipping â" Very Good condition book with a firm cover and clean pages. Shows normal use and some light wear or limited notes markings. A solid, nice copy to enjoy.

Condition: very_good. Fast Free Shipping â" Very Good condition book with a firm cover and clean pages. Shows normal use and some light wear or limited notes markings. A solid, nice copy to enjoy.

Paperback. Condition: Very Good. 1. It's a well-cared-for item that has seen limited use. The item may show minor signs of wear. All the text is legible, with all pages included. It may have slight markings and/or highlighting.

Condition: Good. . GoodFormer Library book. All orders guaranteed and ship within 24 hours. Before placing your order for please contact us for confirmation on the book's binding. Check out our other listings to add to your order for discounted shipping.

paperback. Condition: Acceptable. This is a used book. It may contain highlighting/underlining and/or the book may show heavier signs of wear . It may also be ex-library or without dustjacket. This is a used book. It may contain highlighting/underlining and/or the book may show heavier signs of wear . It may also be ex-library or without dustjacket.…

Paperback. Condition: Good. This is a used book in good condition and may show some signs of use or wear . This is a used book in good condition and may show some signs of use or wear .

Paperback. Condition: Very Good. No Jacket. May have limited writing in cover pages. Pages are unmarked. ~ ThriftBooks: Read More, Spend Less.

Paperback. Condition: Very Good. How the American education system became a "global economy" industry All across the United States, corporations, politicians, economists, educators - and now, most remarkably, Ivanka Trump - cry out for new "education for the twenty-first century economy." Meanwhile, millions of Americans face increasing difficulty finding well paying, secure jobs. But the current employment crisis is not so much due to the educational system as it is to a sustained corporate effort to keep the public in ignorance about the damage wrought by the global economy itself. Miseducating for the Global Economy reveals that behind the going concern for "global economy education" lies capitalism's metastasizing indifference to human values, to a fair distribution of resources, to its radical restructuring of workplaces with an attendant intensification of work effort, and to the genuine well-being of workers and their families. Gerald Coles's book provides a real education about the twenty-first-century global economy - and what corporations are doing to prevent our learning about it. Corporations and business organizations, for instance, resolutely withhold massive wealth that could be used to fund more realistic occupational education, even as they skew educational curricula away from too much global economic awareness. Coles describes the intellectually narrow and morally crippling effects of the corporate-control of education; how the imperative for profit maximizes the misunderstanding of communities, nations, and the environment, even as it minimizes aesthetic appreciation, cultural expression, compassion itself. But it is by understanding all this, Coles argues, that real change can begin. Using this analysis, educators, parents, educational organizations, and activists can finally begin to craft schooling that truly serves students and advances global humanity. …

Paperback. Condition: Good. How the American education system became a "global economy" industry All across the United States, corporations, politicians, economists, educators - and now, most remarkably, Ivanka Trump - cry out for new "education for the twenty-first century economy." Meanwhile, millions of Americans face increasing difficulty finding well paying, secure jobs. But the current employment crisis is not so much due to the educational system as it is to a sustained corporate effort to keep the public in ignorance about the damage wrought by the global economy itself. Miseducating for the Global Economy reveals that behind the going concern for "global economy education" lies capitalism's metastasizing indifference to human values, to a fair distribution of resources, to its radical restructuring of workplaces with an attendant intensification of work effort, and to the genuine well-being of workers and their families. Gerald Coles's book provides a real education about the twenty-first-century global economy - and what corporations are doing to prevent our learning about it. Corporations and business organizations, for instance, resolutely withhold massive wealth that could be used to fund more realistic occupational education, even as they skew educational curricula away from too much global economic awareness. Coles describes the intellectually narrow and morally crippling effects of the corporate-control of education; how the imperative for profit maximizes the misunderstanding of communities, nations, and the environment, even as it minimizes aesthetic appreciation, cultural expression, compassion itself. But it is by understanding all this, Coles argues, that real change can begin. Using this analysis, educators, parents, educational organizations, and activists can finally begin to craft schooling that truly serves students and advances global humanity. …

Paperback. Condition: Good. A provocative analysis of a hotly disputed, often politicized topic.How children are taught to read and how well they learn are perennially difficult issues in the United States. In this hard-hitting study, Gerald Coles argues that the very terms of today's arguments about learning are flawed. He urges Americans to worry about the best ways to teach reading-not a single "best way"-and about how politics, economics, and power in our unequal society affect our children's ability to read.…

Condition: Good. Good condition. Very Good dust jacket. A copy that has been read but remains intact. May contain markings such as bookplates, stamps, limited notes and highlighting, or a few light stains.

paperback. Condition: Very Good. 1st Edition. Used - Very Good.

Paperback. Condition: Very Good. No Jacket. May have limited writing in cover pages. Pages are unmarked. ~ ThriftBooks: Read More, Spend Less.

Paperback. Condition: Good. Across the nation, legislators and policy makers are dictating the course of literacy education--all in the name of "indisputable scientific evidence." Unchallenged, this research has impacted just about every area of reading instruction. Now, just in time, nationally renowned educational psychologist Gerald Coles enters the discussion, offering the first comprehensive, clearly written critique of the so-called evidence. This important book examines the studies of leading researchers who have testified in various hearings and promoted policy and legislation on behalf of skills-emphasis learning, especially those financed by the National Institute of Child Health and Human Development (NICHD). No other book has systematically and comprehensively analyzed this work. Coles not only identifies each claim, he analyzes the research that backs it up. Chief among them are that: Phonemic awareness is the chief causal influence in learning to read. Skills-training programs facilitate learning to read and remediate reading problems. Research has demonstrated the superiority of skills emphasis over whole language instruction. The effectiveness of a widely acclaimed skills-emphasis reading program has been demonstrated in published research. A brain "glitch" associated with phonemic awareness is responsible for the reading problems of many children. At the beginning of each chapter is a summary of the claims and the major criticism of the research discussed in the chapter. These reader-friendly summaries enable you to conceptualize and organize the arguments quickly, and can serve many possible uses--including "talking points," hand-outs, or overheads for presentations. The publication of Misreading Readingmarks a shift in the balance of power and an opportunity to enact early reading policy and legislation based on "good science." Preservice and inservice teachers, teacher educators, administrators, parents, anyone confronted with complex and mystifying claims about the value of direct instruction in reading instruction will benefit from this book.…

Paperback. Condition: Fair. Across the nation, legislators and policy makers are dictating the course of literacy education--all in the name of "indisputable scientific evidence." Unchallenged, this research has impacted just about every area of reading instruction. Now, just in time, nationally renowned educational psychologist Gerald Coles enters the discussion, offering the first comprehensive, clearly written critique of the so-called evidence. This important book examines the studies of leading researchers who have testified in various hearings and promoted policy and legislation on behalf of skills-emphasis learning, especially those financed by the National Institute of Child Health and Human Development (NICHD). No other book has systematically and comprehensively analyzed this work. Coles not only identifies each claim, he analyzes the research that backs it up. Chief among them are that: Phonemic awareness is the chief causal influence in learning to read. Skills-training programs facilitate learning to read and remediate reading problems. Research has demonstrated the superiority of skills emphasis over whole language instruction. The effectiveness of a widely acclaimed skills-emphasis reading program has been demonstrated in published research. A brain "glitch" associated with phonemic awareness is responsible for the reading problems of many children. At the beginning of each chapter is a summary of the claims and the major criticism of the research discussed in the chapter. These reader-friendly summaries enable you to conceptualize and organize the arguments quickly, and can serve many possible uses--including "talking points," hand-outs, or overheads for presentations. The publication of Misreading Readingmarks a shift in the balance of power and an opportunity to enact early reading policy and legislation based on "good science." Preservice and inservice teachers, teacher educators, administrators, parents, anyone confronted with complex and mystifying claims about the value of direct instruction in reading instruction will benefit from this book.…

Condition: Good. Pages intact with minimal writing/highlighting. The binding may be loose and creased. Dust jackets/supplements are not included. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.

Condition: Good. Former library copy. Pages intact with minimal writing/highlighting. The binding may be loose and creased. Dust jackets/supplements are not included. Includes library markings. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.

Condition: Very Good. Former library copy. Pages intact with possible writing/highlighting. Binding strong with minor wear. Dust jackets/supplements may not be included. Includes library markings. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.

Paperback. Condition: Fair. No Jacket. Readable copy. Pages may have considerable notes/highlighting. ~ ThriftBooks: Read More, Spend Less.

Paperback. Condition: Very Good. No Jacket. May have limited writing in cover pages. Pages are unmarked. ~ ThriftBooks: Read More, Spend Less.

Condition: Very Good. Pages intact with possible writing/highlighting. Binding strong with minor wear. Dust jackets/supplements may not be included. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.

Condition: Good. Former library copy. Pages intact with minimal writing/highlighting. The binding may be loose and creased. Dust jackets/supplements are not included. Includes library markings. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.

Condition: Very Good. Pages intact with possible writing/highlighting. Binding strong with minor wear. Dust jackets/supplements may not be included. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.

Condition: very_good. Book has little sign of wear or use.