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Effective Learning and Teaching of Writing is a handbook on research on the effective teaching and learning of writing. It is a reference for researchers and educators in the domain of written composition in education. Effective Learning and Teaching of Writing covers all age ranges and school settings and it deals with various aspects of writing and text types. Research methodology varies from experimental studies to reflective classroom practitioners’ research. This new volume in the series Studies in Writing brings together researchers from all kinds of disciplines involved in writing research and countries in their endeavour to improve the teaching of written composition. It is the result of co-operation of researchers all over the world and shows that in spite of the differences in educational regions over the world, research in writing shares similar problems, and tries to find answers, and generate new questions. The body of knowledge in this volume will inspire researchers and teachers to improve research and practice.
Este libro es el resultado de los procesos de reflexión teórica de las autoras —en diálogo con desarrollos investigativos llevados a cabo durante las últimas dos décadas— alrededor del tema de la escritura, de su aprendizaje y de su enseñanza, a lo largo del ciclo vital del ser humano. Sabemos que es un tema polémico y con muchas interpretaciones, en especial, en lo que se relaciona con su aprendizaje inicial. Sin embargo, hoy se reconoce que del nacimiento hasta los 8 años de edad se alcanzan logros sorprendentes que sientan los fundamentos para aprendizajes posteriores cada vez más complejos.
This book presents an interdisciplinary approach to the study of affectivity and human learning by bridging the gap between neuroscience, cultural and cognitive psychology. It brings together studies that go beyond the focus on cognitive-intellectual variables involved in learning processes and incorporate the study of the role played by affectivity and emotions in learning not only at educational settings but in all processes of transformation and human development, thus presenting affectivity as a catalyst and mediator of all daily learning processes. Chapters brought together in this contributed volume present both theoretical contributions and results of empirical research from different disciplines, such as neuroscience, cognitive psychology, cultural psychology, educational psychology, developmental psychology and philosophy, and are grouped into five thematic sections. The first part of the book brings together chapters discussing different aspects of the role played by affectivity in learning processes from the perspectives of cultural, educational and developmental psychology. The second part is dedicated to the role of affectivity for teachers during their training as educators and during their pedagogical practice in diverse contexts. The third part focuses on the relationship between affectivity and learning from a neuroscientific point of view. The fourth part discusses affectivity and learning in therapeutic and clinical contexts. Finally, the fifth part brings together chapters about affectivity and learning in everyday life. By bringing together this rich interdisciplinary collection of studies, Affectivity and Learning: Bridging the Gap Between Neurosciences, Cultural and Cognitive Psychology will be a valuable resource for researchers in the fields of psychology, neuroscience and education, as well as for educators and teachers interested in knowing more about the relationship between affectivity and human learning.
Este libro es producto de la reflexión sobre muchos años de prácticas de enseñanza, que se articulan con resultados d e investigaciones adelantadas tanto en el aula como fuera de ella, por profesores e investigadores nacionales e internacionales en la enseñanza y el aprendizaje de la lectura y la escritura. De igual manera, responde a la necesidad de enseñar la lectura y la escritura desde el ciclo inicial en una perspectiva pedagógica, que articula los conocimientos que los niños construyen en interacción con el medio en que se desenvuelven, con los procesos de enseñanza escolar, en busca de continuidad entre ellos.
Working with educators at all academic levels involved in WAC partnerships, the authors and editors of this collection demonstrate successful models of collaboration between schools and institutions so others can emulate and promote this type of collaboration.