Description

In her new book, bestselling author Cynthia Ballenger explores the intellectual strengths of 'puzzling children' - poor, urban, immigrant, or bilingual children who do not traditionally excel in school. Ballenger challenges the assumption that these children whose families have less formal education, read fewer storybooks, and talk less with their children about school-like topics, have fewer of what we might call 'intellectual' or academically relevant experiences. This practical book offers a detailed roadmap for traversing the daily work of teaching today's diverse population, helping educators to refine their work as it unfolds in the classroom. Ballenger guides the reader as she thinks out loud about what children said, what it indicated about their thinking, and how the dialogue informed her teaching.

Puzzling Moments, Teachable Moments: Practicing Teacher Research in Urban Classroom

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£28.95

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Paperback / softback by Cynthia Ballenger

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In her new book, bestselling author Cynthia Ballenger explores the intellectual strengths of 'puzzling children' - poor, urban, immigrant, or... Read more

    Publisher: Teachers' College Press
    Publication Date: 30/08/2009
    ISBN13: 9780807749937, 978-0807749937
    ISBN10: 0807749931

    Number of Pages: 160

    Non Fiction , Politics, Philosophy & Society

    Description

    In her new book, bestselling author Cynthia Ballenger explores the intellectual strengths of 'puzzling children' - poor, urban, immigrant, or bilingual children who do not traditionally excel in school. Ballenger challenges the assumption that these children whose families have less formal education, read fewer storybooks, and talk less with their children about school-like topics, have fewer of what we might call 'intellectual' or academically relevant experiences. This practical book offers a detailed roadmap for traversing the daily work of teaching today's diverse population, helping educators to refine their work as it unfolds in the classroom. Ballenger guides the reader as she thinks out loud about what children said, what it indicated about their thinking, and how the dialogue informed her teaching.

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