Ronald Sudol (68 results)

Condition: New.

Condition: New.

Condition: New.

Condition: New.

Condition: New.

Paperback. Condition: Very Good. 1997; glossy, illustrated paper covers; mild shelf wear; interior is clean and unmarked; 8vo, 7 3/4" to 9 3/4" tall; 292 pages.

Condition: New. In English.

Condition: New. In English.

Condition: New. In English.

Condition: New. In English.

Condition: New. In English.

PAP. Condition: New. New Book. Shipped from UK. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

Taschenbuch. Condition: Sehr gut. Gebraucht - Sehr gut SG - leichte Beschädigungen oder Verschmutzungen, ungelesenes Mängelexemplar, gestempelt, Versand Büchersendung - As individual institutions of education at all levels respond to the call for greater accountability and assessment, those who teach literacy face the challenging task of choosing what to measure and how to measure it. Both defining literacy clearly and tying that definition to strategies for assessment are two of many challenges faced by educators, theorists, and members of the public who assume responsibility for assessing literacy as well as developing and improving literacy programs. In a pluralistic and democratic society sensitive to multicultural variation, we need to find our way between the competing needs for inclusiveness and for clear and useful standards. Multiple definitions of literacy raise the issue of whether there can be a standard or set of standards and if so, what they are in an environment of multiple literacies. Indeed, the downside of the defeat of older monolithic notions of literacy is the undermining or at least the questioning of well-established methods of literacy assessment. To some extent, the older methods of assessment have been revised in the light of more expansive definitions of literacy. But will this kind of revision be enough How are the criteria for judgment to be known and applied Thus, this volume addresses the problems of assessing literacy development in the context of multiple and inclusive definitions. Each section consists of chapters that deal with the issue of definitions per se, with standards in postsecondary settings, with the K-12 situation, and with alternative, non-school environments where literacy is critical to human functioning in a democratic society.…

PAP. Condition: New. New Book. Shipped from UK. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

PF. Condition: New. This item is printed on demand. Brand new book, sourced directly from publisher. Dispatch time is 6-7 days from our warehouse. Book will be sent in robust, secure packaging to ensure it reaches you securely.

Taschenbuch. Condition: Neu. Neuware - For a month in the summer of 2004, a select group of teachers from the greater Detroit area of Southeastern Michigan assembled on the campus of Oakland University in Pawley Hall. There they bonded through the sharing of personal and professional writings. The diverse group of two dozen educators took the risk of becoming students once again so as to become more assured teachers. In the Company of Writers 2004 is the fifth in a series of ongoing anthologies coming from this Meadow Brook Writing Project experience. As a result of this collaborative effort to enhance writing skills and instructional practices, participants from kindergarten through college level returned to their classrooms in the Fall especially inspired to pass on to their students the many innovations they had so bravely ventured to learn. 'The best teachers of writing are other teachers. They will establish a connection with their students (and) also serve as writing experts to their fellow instructors.' Dr. Ron Sudol, Director MBWP 'The Writer's Workshop has shown me ways to release the voice in me, so that I can release the voice in my students.' Janice Dunbar 2004 Meadow Brook Fellow.…

PAP. Condition: New. New Book. Shipped from UK. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

PF. Condition: New. This item is printed on demand. Brand new book, sourced directly from publisher. Dispatch time is 6-7 days from our warehouse. Book will be sent in robust, secure packaging to ensure it reaches you securely.

PF. Condition: New. This item is printed on demand. Brand new book, sourced directly from publisher. Dispatch time is 6-7 days from our warehouse. Book will be sent in robust, secure packaging to ensure it reaches you securely.

PAP. Condition: New. New Book. Shipped from UK. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

Kartoniert / Broschiert. Condition: New.

PF. Condition: New. This item is printed on demand. Brand new book, sourced directly from publisher. Dispatch time is 6-7 days from our warehouse. Book will be sent in robust, secure packaging to ensure it reaches you securely.

PAP. Condition: New. New Book. Shipped from UK. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

PAP. Condition: New. New Book. Delivered from our UK warehouse in 4 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

PAP. Condition: New. New Book. Delivered from our UK warehouse in 4 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

PAP. Condition: New. New Book. Delivered from our UK warehouse in 4 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

Taschenbuch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - As individual institutions of education at all levels respond to the call for greater accountability and assessment, those who teach literacy face the challenging task of choosing what to measure and how to measure it. Both defining literacy clearly and tying that definition to strategies for assessment are two of many challenges faced by educators, theorists, and members of the public who assume responsibility for assessing literacy as well as developing and improving literacy programs. In a pluralistic and democratic society sensitive to multicultural variation, we need to find our way between the competing needs for inclusiveness and for clear and useful standards. Multiple definitions of literacy raise the issue of whether there can be a standard or set of standards and if so, what they are in an environment of multiple literacies. Indeed, the downside of the defeat of older monolithic notions of literacy is the undermining or at least the questioning of well-established methods of literacy assessment. To some extent, the older methods of assessment have been revised in the light of more expansive definitions of literacy. But will this kind of revision be enough How are the criteria for judgment to be known and applied Thus, this volume addresses the problems of assessing literacy development in the context of multiple and inclusive definitions. Each section consists of chapters that deal with the issue of definitions per se, with standards in postsecondary settings, with the K-12 situation, and with alternative, non-school environments where literacy is critical to human functioning in a democratic society. …

Condition: New. Print on Demand pp. 104 2:B&W 6 x 9 in or 229 x 152 mm Perfect Bound on Creme w/Gloss Lam.

Condition: good. A copy that has been read, remains in good condition. All pages are intact, and the cover is intact. The spine and cover show signs of wear. Pages can include notes and highlighting and show signs of wear, and the copy can include "From the library of" labels or previous owner inscriptions. 100% GUARANTEE! Shipped with delivery confirmation, if you're not satisfied with purchase please return item! Ships via media mail.…

PAP. Condition: New. New Book. Delivered from our UK warehouse in 4 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.