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Relating the themes of myths and tra...

State University of New York Empire State College.

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Relating the themes of myths and traditional stories to student narratives.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Relating the themes of myths and traditional stories to student narratives./
作者:	Harman, Patricia L.
面頁冊數:	29 p.
附註:	Advisers: Susan Hollis; Robin Voetterl.
Contained By:	Masters Abstracts International46-02.
標題:	Education, Language and Literature. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1447991
ISBN:	9780549203018

Relating the themes of myths and traditional stories to student narratives.
Harman, Patricia L.

Relating the themes of myths and traditional stories to student narratives. - 29 p.

Advisers: Susan Hollis; Robin Voetterl.

Thesis (M.A.L.S.)--State University of New York Empire State College, 2007.

Low achievement and graduation rates indicate that many high school students find school curricula irrelevant to their lives and goals. This reality drives many education reformers to develop curricula and teaching strategies that better connect to student concerns and problems. Grant Wiggins and Jay Tighe call for curricula that is based on essential questions - divergent, critical questions that encourage student inquiry and discussion and result in authentic learning. Educators Robin Voetterl, Ira Shor, Paulo Freire, and David Bohm argue for "dialogical education." They posit that in an atmosphere of respect and open-mindedness, dialogue becomes a critical vehicle for exploring and challenging individual and group perceptions and assumptions.

ISBN: 9780549203018Subjects--Topical Terms:

1018115
Education, Language and Literature.

Relating the themes of myths and traditional stories to student narratives.
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520 $a Low achievement and graduation rates indicate that many high school students find school curricula irrelevant to their lives and goals. This reality drives many education reformers to develop curricula and teaching strategies that better connect to student concerns and problems. Grant Wiggins and Jay Tighe call for curricula that is based on essential questions - divergent, critical questions that encourage student inquiry and discussion and result in authentic learning. Educators Robin Voetterl, Ira Shor, Paulo Freire, and David Bohm argue for "dialogical education." They posit that in an atmosphere of respect and open-mindedness, dialogue becomes a critical vehicle for exploring and challenging individual and group perceptions and assumptions.
520 $a This curriculum draws upon the work of such educators and the themes of mythology, traditional stories, modern fiction, and student narratives to address key issues of teenage students: alienation from school; overcoming economic, social, and personal obstacles; intolerance, sexism, and racism; and fear of letting go of often self-defeating habits and strategies.
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