There are many common themes, topics that recur chapter after chapter; the effect of examinations; the problem of set-books for reading; censorship; the literary canon and innovations that depart from it; nationality as a criterion for choosing authors; meeting multicultural needs and demands; dialects are they a problem? 'new grammars' what do they offer us? and so on.
In the first edition of this text, Moshman (University of Nebraska- Lincoln) provided a constructivist synthesis of the literature of cognitive, moral, and identity development, from classic universalist theories through the more pluralistic research of the late 20th century. In this second edition, he develops his conceptualization of advanced psychological development in adolescence and, in a new chapter, proposes a conception of rational moral identity as a developmental ideal. The book concludes with a chapter on the importance of intellectual freedom in secondary education. No prior knowledge of psychology is assumed.
"At a time when popularizers of cultural literacy are prescribing a cultural canon for the purposes of prying open the `closed minds' of American youth . . . Literacy provides an articulate and courageous response." Harvard Educational Review "[This] book directs our attention to literacy in its broadest sense so that we can better evaluate the shortcomings of our work as educators at all levels of learning." Contemporary Sociology "Every chapter . . . asks teachers to think again about how they teach, what they want for their pupils and how to get on with it." The Times Educational Supplement
London is a city of stories, some well-known, others waiting to be written. Where will yours play out? In one of the hundred theatres? At Borough Market? Down a Soho side street or on the dazzling rooftop of the Tate Modern? Choose your own London adventure.
In this volume we present work by the major contemporary contributors to the help-seeking literature. Authors were free to determine chapter content, including whether to present theoretical or empirical work. They were, however, asked to include implications for learning and teaching, which are stated throughout their work or in separate sections. The book is not explicitly divided into sections but is grouped by topic.
