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Turning the Soul:Teaching via Conversation High School b9
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Libro en perfecto estado y poco leído. La tapa no tiene desperfectos y si procede, con sobrecubierta para las tapas duras. Incluye todas las páginas sin arrugas ni roturas. El texto no está subrayado ni resaltado de forma alguna, y no hay anotaciones en los márgenes. Puede presentar marcas de identificación mínimas en la contraportada o las guardas. Muy poco usado. Consulta el anuncio del vendedor para obtener más información y la descripción de cualquier posible imperfección.
- ¡Cómpralo ya!Turning the Soul:Teaching via Conversation High School b9
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Ubicado en: Cedar Rapids, Iowa, Estados Unidos
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N.º de artículo de eBay:223464120260
Última actualización el 26 ene 2025 00:47:02 H.EspVer todas las actualizacionesVer todas las actualizaciones
Características del artículo
- Estado
- ISBN
- 9780226316765
Acerca de este producto
Product Identifiers
Publisher
University of Chicago Press
ISBN-10
0226316769
ISBN-13
9780226316765
eBay Product ID (ePID)
78220
Product Key Features
Number of Pages
224 Pages
Publication Name
Turning the Soul : Teaching Through Conversation in the High School
Language
English
Subject
Secondary
Publication Year
1991
Type
Textbook
Subject Area
Education
Format
Trade Paperback
Dimensions
Item Height
0.1 in
Item Weight
12.1 Oz
Item Length
0.9 in
Item Width
0.6 in
Additional Product Features
Intended Audience
Scholarly & Professional
LCCN
90-043533
Dewey Edition
20
Dewey Decimal
373.13/7
Table Of Content
Acknowledgments Introduction: Teaching through Conversation Part One: Interpretive Discussion in the School Conversation 1: An Introduction to Chalmers and Belden Schools Conversation 2: Why Do Teachers Fail to Draw upon Students' Experiences in Discussion? Conversation 3: What Does a Good Interpretive Discussion Look Like? Part Two: How Are Students and Teachers Transformed through Discussion? Conversation 4: The "Phony" Issue Conversation 5: The "Genuine" Issue Conversation 6: The Group Emerges Conversation 7: The Evaluative Discussion Conversation 8: Getting It "Right" Part Three: How Do Students Learn to Build an Interpretation? Conversation 9: Getting It "Wrong" Conversation 10: Getting It "Right" (Again) Conclusion: Problems and Possibilities Notes Index
Synopsis
Is our nation's educational system faltering in part because it strives to teach students predetermined "right" answers to questions? In Turning the Soul , Sophie Haroutunian-Gordon offers and alternative to methods advocated by conventional educational practice. By guiding the reader back and forth between two high school classes discussing Shakespeare's Romeo and Juliet , she gracefully introduces the alternative approach to education: interpretive discussion. One class, located in a private, racially integrated urban school, has had many conversations about the meaning of books. The second group, less advantaged students in a largely black urban school, has not. The reader watches as students in each group begin to draw upon experiences in their personal lives to speculate about events in the play. The students assist one another with the interpretation of complex passages, pose queries that help sustain the conversation, and struggle to "get Shakespeare right." Though the teachers suffer moments of intense frustration, they are rewarded by seeing their students learn to engage in meaningful exchange. Because Turning the Soul draws on actual classroom conversations, it presents the range of difficulties that one encounters in interpretive discussion. The book describes the assumptions about learning that the use of such discussion in the classroom presupposes, and it offers a theoretical perspective from which to view the changes in both students and teachers.
LC Classification Number
LB1027.H339 1991
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