Skip to main navigation Skip to main content
info(at)avldigital.remove-this.de
Deutsch English
Narrow Search
Search narrowed by
Last searches

Results for *

Displaying results 1 to 5 of 5.

  1. Teachers, discourses, and authority in the postmodern composition classroom
    Author: Gale, Xin Liu
    Published: 1996
    Publisher:  State Univ. of New York Press, Albany

  2. Teachers, discourses, and authority in the postmodern composition classroom
    Author: Gale, Xin Liu
    Published: c1996
    Publisher:  State University of New York Press, Albany

    Location:
    Kunsthistorisches Institut in Florenz, Max-Planck-Institut, Bibliothek
    Export to reference management software   RIS file
      BibTeX file
    Source: Union catalogues
    Language: English
    Media type: Ebook
    Format: Online
    ISBN: 079142765X; 0791427668
    Subjects: Englisch; English language; English language; Report writing; English teachers; Postmodernism; Authority; Englischunterricht; College; Aufsatz
    Scope: x, 201 p.
    Notes:

    Includes bibliographical references (p. 177-193) and index
  3. Teachers, discourses, and authority in the postmodern composition classroom
    Author: Gale, Xin Liu
    Published: ©1996
    Publisher:  State University of New York Press, Albany

    Location:
    Ostbayerische Technische Hochschule Amberg-Weiden / Hochschulbibliothek Amberg
    Inter-library loan:
    Unlimited inter-library loan, copies and loan

    Location:
    Ostbayerische Technische Hochschule Amberg-Weiden, Hochschulbibliothek, Standort Weiden
    Inter-library loan:
    Unlimited inter-library loan, copies and loan
    Export to reference management software   RIS file
      BibTeX file
    Content information
  4. Teachers, discourses, and authority in the postmodern composition classroom
    Published: (c)1996
    Publisher:  State University of New York Press, Albany

    Annotation Drawing on the ideas of the major poststructuralists, Gale (rhetoric and writing, U. of Arkansas-Little Rock) investigates the teacher's role and authority in postmodern academic settings. She untangles the complex relationships among the... more

    Access:
    Aggregator (lizenzpflichtig)

    Location:
    Hochschule Aalen, Bibliothek
    Signature:
    E-Book EBSCO
    Inter-library loan:
    No inter-library loan

    Location:
    Hochschule Esslingen, Bibliothek
    Signature:
    E-Book Ebsco
    Inter-library loan:
    No inter-library loan

    Location:
    Saarländische Universitäts- und Landesbibliothek
    Inter-library loan:
    No inter-library loan

    Location:
    Universitätsbibliothek der Eberhard Karls Universität
    Inter-library loan:
    No inter-library loan

     

    Annotation Drawing on the ideas of the major poststructuralists, Gale (rhetoric and writing, U. of Arkansas-Little Rock) investigates the teacher's role and authority in postmodern academic settings. She untangles the complex relationships among the teacher's and the institution's authority, the teacher's discourse and social and pedagogic roles, and students' discourses and diverse backgrounds. She proposes a two-level interactional model of teaching based on an edifying role for the teacher. Annotation copyright by Book News, Inc., Portland, OR

     
    Export to reference management software   RIS file
      BibTeX file
  5. Teachers, discourses, and authority in the postmodern composition classroom
    Author: Gale, Xin Liu
    Published: c1996
    Publisher:  State University of New York Press, Albany

    Location:
    Hochschulbibliothek Friedensau
    Signature:
    Online-Ressource
    Inter-library loan:
    No inter-library loan
    Export to reference management software   RIS file
      BibTeX file
    Content information
    Source: Union catalogues
    Language: English
    Media type: Ebook
    Format: Online
    ISBN: 0585043442; 9780585043449
    Subjects: English teachers; Postmodernism; Authority; Report writing; English language; English language
    Scope: Online-Ressource (x, 201 p), ill
    Notes:

    Includes bibliographical references (p. 177-193) and index

    ""Contents""; ""Foreword by Gary A. Olson""; ""Acknowledgments""; ""1. Introduction""; ""2. The New Paradigm and the Questioning of the Traditional Teacher's Authority""; ""Bourdieu and Passeron's Theory of the Traditional Teacher's Authority""; ""The Changing Classroom and the Questioning of the Traditional Teacher's Authority""; ""A Perplexing Dimension of The Teacher's Authority""; ""3. Reconsidering the Teacher's Authority""; ""The Institutional Authority As Necessary Evil""; ""The Ambiguity of the Authority of Expertise and Personal Authority""

    ""4. Rethinking the Relationship of Discourses in the Classroom""""Discourse As The Site Of Struggle""; ""Rorty's Notion of Normal and Abnormal Discourse""; ""Responsive Abnormal Discourse and Nonresponsive Abnormal Discourse""; ""Differences Between Responsive Abnormal Discourse And Nonresponsive Abnormal Discourse""; ""Reconceiving the Discourse Relationships in the Classroom""; ""5. Discourse as Enabling Constraints""; ""Lena's Story As An Indication Of The Need For Primary Interaction In The Writing Class""; ""Changing The ""Stabilized Social Audience"" Through Primary Interaction""

    ""Stories About ""Outsiders"": Critical Consciousness Versus Critical Literacy""""The Two-Level Interaction As Means To Critical Literacy""; ""6. Edifying Teachers as Enabling Constraints""; ""The Concept of the Edifying Teacher""; ""Edifying Teachers' Edifying Roles""; ""The Nurturing Mother and the Edifying Teacher""; ""The Emancipator and the Edifying Teacher""; ""The Mediator And The Edifying Teacher""; ""Edifying Teachers as Enabling Constraints""; ""Conclusion, or a New Beginning""; ""Notes""; ""Works Cited""; ""Index""; ""A""; ""B""; ""C""; ""D""; ""E""; ""F""; ""G""; ""H""; ""I""

    ""J""""K""; ""L""; ""M""; ""N""; ""O""; ""P""; ""R""; ""S""; ""T""; ""U""; ""V""; ""W""; ""Y""