More Easy Read And Write

More Easy Read and Write

This is the third book in the series and aims to improve educational outcomes for indigenous and ESL students. It introduces students to five entertaining and engaging short stories which are delightfully and meaningfully illustrated. The stories are clearly and simply written, to help students develop basic comprehension skills. They deal with characters participating in school events, visiting family, making new friends and going on a school excursion themselves. Carefully constructed student activities, which are outcome linked, are connected to each story and encourage careful reading and understanding of the texts. The solutions for these activities are provided at the back of the book. Includes photocopiable material.

Reading, Writing, and Thinking

In a world gone mad with standardized curricula and the degradation of the profession of teaching, P. L. Thomas and Joe Kincheloe attempt to bring sanity back to the discussion of the teaching of some of the basic features of the educational process. In Reading, Writing, and Thinking: The Postformal Basics the authors take on the “rational irrationality” of current imperial pedagogical practices, providing readers with provocative insights into the bizarre assumptions surrounding the contemporary teaching of reading, writing, and thinking. The authors are obsessed with producing an accessible book for multiple audiences—parents, teachers, scholars of education—that moves beyond critique to a new domain of the social and educational imagination. Readers of Thomas’ and Kincheloe’s book embark on a mind trip beginning with “what is” and moving to the realm of “what could be.” In this context they introduce readers to a critical theory of thinking—postformalism—that moves the social and educational conversation to a new terrain of individual and social consciousness. Tired of the same educational policies and “solutions” in the teaching of reading, writing, and thinking, the authors become socio-psychic explorers who move readers past the boundaries of contemporary pedagogical perception.

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