This book documents those first links that students make between content they learn in their classrooms and their prior experiences. Through six late-elementary school case studies these knowledge construction links are brought to life. The links of the students are often rich in describing who these individuals are, where they are in their learning process, and what is meaningful to them. Many times, these links point to what has been learned, both in and out of school, and the contexts when and where that learning took place. The mind as rhizome metaphor was used to guide the development and interpretation of the studies while the lens of Peircian semiotics provides an interpretation for these initial links. The resulting grounded theory is presented through a rich and extensive presentation of excerpts from classroom observations, student interviews, and a student writing activity and describes the varying types of student links, how the links were prompted, the relationships between what the students were learning and what they already knew, and specific types of in-school links. The narrative includes how these links were supported or inhibited in the classroom drawing on the roles of the teachers in the classrooms and what constituted authority sources of information in those classrooms. Before exploring the students’ linking as a process of ongoing semiosis and how this process is part of a dynamic system, a study of the relationship between student knowledge links and achievement is shared. This rich narrative will be of interest to scholars and practitioners alike, and includes an extensive appendix documenting the research methods.

Connecting the constructs of meaning and experience in the fields of English education, teacher education, literacy and narrative inquiry, Making Meaning with Readers and Texts broadens understandings of teachers’ use of literacy practices for making meaning from classroom events.

The arts have rarely been at the heart of so many policy discussions in so many places at once. All over the world politicians and artists have been making a strong case for the social and commercial value of ‘culture.' It is found in debates about education, industrial policy, criminal justice and community wellbeing. As ‘creative industries,’ it is part of international competitiveness and the future of our cities and towns, from Shanghai to Sheffield to Shepparton. Many practitioners and advocates have welcomed culture’s new prominence in policy discourse and the new markets it offers for cultural production. Others, however, see a danger that instrumental justifications for cultural funding risk overlooking the intrinsic qualities of culture, reducing it to an ‘input’ and blunting any radical edges. This book asks: are we are at ‘a new moment’ for cultural policy? Leading international thinkers from countries including Australia, Britain and the United States provide a timely overview of these issues, debating and discussing the directions that cultural policy should take in the future. Making Meaning, Making Money will be of value to artists, policy makers, cultural managers and planners who are involved in the practices, processes and decision making that constitute contemporary cultural industries and shape emerging cultural economies.

What is English as a school subject for? What does knowledge look like in English and what should be taught? Making Meaning in English examines the broader purpose and reasons for teaching English and explores what knowledge looks like in a subject concerned with judgement, interpretation and value. David Didau argues that the content of English is best explored through distinct disciplinary lenses – metaphor, story, argument, pattern, grammar and context – and considers the knowledge that needs to be explicitly taught so students can recognise, transfer, build and extend their knowledge of English. He discusses the principles and tools we can use to make decisions about what to teach and offers a curriculum framework that draws these strands together to allow students to make sense of the knowledge they encounter. If students are going to enjoy English as a subject and do well in it, they not only need to be knowledgeable, but understand how to use their knowledge to create meaning. This insightful text offers a practical way for teachers to construct a curriculum in which the mastery of English can be planned, taught and assessed.

Literacy Assessment and Instructional Strategies prepares literacy educators to conduct reading and writing assessments and develop appropriate corrective literacy strategies for use with their grade K–5 students. Connecting Common Core Literacy Learning Standards to effective strategies and creative activities, the book includes authentic literacy assessments and formal evaluations to support reading teaching in the elementary classroom. Initial chapters discuss literacy assessment and evaluation, data-driven instruction, high-stakes testing, and instructional shifts in teaching reading, while later chapters focus on the latest instructional and assessment shifts, including pre-assessing literacy knowledge bases, using informational texts for vocabulary development, and close reading of text. Written by reading practitioners and researchers, this book is a must-have for novices as well as for veteran classroom teachers who want to stay on top of changing literacy trends.

Young writers who struggle with putting their ideas into writing need language to help them. This book provides that language in the form of sentence starters and connectives. It also provides graphic organisers to help young writers organise their thoughts - a process necessary for good writing. How to write what you want to say… in the primary years: a guide for primary students who know what they want to say but can’t find the words provides parents, teachers and young writers with a tool for improving writing. It is suitable for Years 2 to 6.

Many educators aim to engage students in deeply meaningful learning in the language classroom, often facing challenges to connect the students with the culture of the language they are learning. This book aims to demonstrate that substantial intercultural learning can and does occur in the modern language classroom, and explores the features of the classroom that support meaningful culture-in-language-learning. The author argues that transformative modern language education is intimately tied to a view of language learning as an engagement in meaning-making activity, or semiotic practice. The empirical evidence presented is analyzed and then linked to both the theorizing of culture-in-language-teaching and to practical concerns of teaching.

The action-based guide to powerful, influential organizational storytelling Circle of the 9 Muses captures the best practices of the world's most influential story consultants and knowledge workers to help you find, tell, and draw value from your organizational stories as impetus for action. This rich toolbox is loaded with fun, graphical instructions and dozens of unique, replicable, and facilitated processes that require no special training or expertise. You'll discover your organization's hidden narrative assets, use different templates and frameworks to tell the stories of your past, present, and future and then draw team members into rich meaning-making dialogue that translates into action. These activities can be exercised in endless permutations, and expert advice steers you toward the right activity for a specific purpose, including managing change, setting strategy, onboarding, defining the brand, engaging supporters or customers, merging cultures, building trust, and much more. Organizational storytelling is a powerful managerial tool and an essential change management technique. This is about your influence as a leader. Knowing the right story to tell and how to deliver it effectively gives you and your organization enormous influence, and helps connect employees to strategy by providing understanding, belief, and motivation in their personal contribution. This book is the ultimate field guide to becoming an influential storyteller, with concrete, actionable guidance toward all the storytelling fundamentals. Identify your organization's "narrative assets" Craft an elegant, well-constructed organizational story Capture, bank, and share stories with extraordinary engagement Facilitate a dialogue to draw out meaning and induce change The growing interest surrounding organizational storytelling has many change agents focused on "trying to tell better stories," but goals are useless without a plan of action. Circle of the 9 Muses helps you weave narrative wisdom into organizational development activities, engaging employees and driving change.

Sense of the Possible is for those interested in learning about the intersection of Christian theology and imagination. Written from the assumption that imagination is deeply connected to the Christian work for liberation and human flourishing, this book is an energizing introduction to the ways in which theologians have thought about the powerful human capacity to envision a future that has not yet come. Containing perspectives from scripture, theology, philosophy, and congregational studies, this text is an excellent way to explore how it is that imagination can be part of a faithful Christian life. Each chapter comes with recommended readings and discussion questions that can be used in churches or classrooms.

Discover all about how students learn to read! This teacher resource explores current research on the science of reading and discusses what it means for classrooms today. From detailed background information to helpful classroom tips, authors Jennifer Jump and Kathy Kopp provide everything teachers need to improve students’ reading comprehension and content knowledge skills. Perfect for professional development, this book includes key words for teacher understanding, teaching checklists, top must-dos, and other features to help teachers bring these research-based strategies into their classrooms.