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Transfer of embedded symbolic information between home and school: a grounded theory of how young children develop idiosyncratic responses during the construction of literacy in the classroom
| Content Provider | Semantic Scholar |
|---|---|
| Author | Huber, Adrienne Shane |
| Copyright Year | 1995 |
| Abstract | xvii CHAPTER 1: INTRODUCTION ....1 PREAMBLE 1 FOCUS OF THE STUDY 1 FUTUROLOGISTS' CONCEPTUAL FRAMEWORK 4 Global village 5 Powershift 5 Information Systems 6 ACCULTURATION THEORETICAL FRAMEWORK 7 Intergenerational Family Acculturation 9 School Culture 10 APPLICATION OF THE FUTUROLOGIST AND ACCULTURATION FRAMEWORKS TO THE STUDY OF LITERACY 10 A working definition of literacy 11 AIM OF THE STUDY 11 RATIONALE OF THE STUDY 13 TIMELINESS 13 PROFESSIONAL NEEDS 13 THEORETICAL NEEDS 14 SOCIO-HISTORICAL-POLITICAL CONTEXT OF THE STUDY 14 PROBLEMS CURRENTLY ASSOCIATED WITH DEFINING "LITERACY" 15 Functional role of definitions 16 Descriptive definitions 17 Evaluative definitions 17 CURRENT APPROACHES TO LITERACY TEACHING AND LEARNING IN AUSTRALIA 18 An interactive-compensatory approach to |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://ro.uow.edu.au/cgi/viewcontent.cgi?article=2812&context=theses&httpsredir=1&referer= |
| Alternate Webpage(s) | https://ro.uow.edu.au/cgi/viewcontent.cgi?article=2812&context=theses&filename=0&type=additional |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
