Brain Cambourne
Dr. Brian Cambourne, associate professor, is currently a Principal Fellow at the University of Wollongong in New South Wales, Australia. He began teaching for the NSW Department of Eduation in 1956. He taught for fifteen years in a variety of small, mostly one-teacher schools. He has since become one of Australian’s most eminent researchers of literacy and learning. His major interest is in professional development for literacy education.
He was a post-doctoral Fellow at the Harvard Graduate School of Education; a Fulbright Scholar; Research Fellow at the Center for Studies in Reading at the University of Illinois and Research Fellow at the Learning Center at Tucson.
Currently he is Associate Professor and head of the Language, Learning and Literacy Unit at the University of Wollongong. He is committed to the idea of co-learning and co-researching with teachers. His national and international scholarship has earned him many prestigious awards, including being inducted into the International Reading Association’s Reading Hall of Fame, and the Outstanding Educational Achievement Award by the Australian College of Educators. Both awards recognize his long-term outstanding contribution over many years to education.
Source:
http://globalconversationsinliteracy.wordpress.com/past-webinars/web-seminars-2011-2012/upcoming-webinars/brian-cambourne-march-2012/
He was a post-doctoral Fellow at the Harvard Graduate School of Education; a Fulbright Scholar; Research Fellow at the Center for Studies in Reading at the University of Illinois and Research Fellow at the Learning Center at Tucson.
Currently he is Associate Professor and head of the Language, Learning and Literacy Unit at the University of Wollongong. He is committed to the idea of co-learning and co-researching with teachers. His national and international scholarship has earned him many prestigious awards, including being inducted into the International Reading Association’s Reading Hall of Fame, and the Outstanding Educational Achievement Award by the Australian College of Educators. Both awards recognize his long-term outstanding contribution over many years to education.
Source:
http://globalconversationsinliteracy.wordpress.com/past-webinars/web-seminars-2011-2012/upcoming-webinars/brian-cambourne-march-2012/
Cambourne's Conditions of Learning
Brian Cambourne (1988) proposed that children acquire early facility with oral and written language most easily when certain conditions are present in their environments, both at home and school.
The conditions include: Immersion, Demonstration, Engagement, Expectation, Responsibility, Approximation, Use/Employment, and Response.
Source:
http://www.education.com/reference/article/Cambournes-literacy-development/
The conditions include: Immersion, Demonstration, Engagement, Expectation, Responsibility, Approximation, Use/Employment, and Response.
Source:
http://www.education.com/reference/article/Cambournes-literacy-development/
The following is a link to an excerpt of the book "Engaging Adolescent Learners: A Guide for Content-Area Teachers." The foreword was written by Brian Cambourne. Chapter 5, Expecting Learning, focuses on how to use Cambourne's Conditions of Learning in your classroom.
http://www.heinemann.com/shared/onlineresources/E00843/chapter5.pdf
A sampling of articles by or about Brian Cambourne:
Cambourne, B. (2002). The conditions of learning: Is learning natural?. Reading Teacher, 55(8), 758-762. Cambourne-IsLearningNatural
Cambourne, B. (2000). Conditions for literacy learning. Reading Teacher, 54(4), 414-417. Cambourne-ConditionsforLiteracyLearning
Taylor, D. (2001). A day in the life of Brian Cambourne: Teacher, activist, scholar. Language Arts, 79(2), 178-187. Taylor_CambourneTchrActivistScholar
Cambourne, B. (2000). Observing literacy learning in elementary classrooms: Nine years of classroom anthropology. Reading Teacher, 53(6), 512-515. Cambourne-ObservingLiteracyLearning in Elementary Classrooms
Cambourne, B. (1999). Explicit and systematic teaching of reading-a new slogan?. Reading Teacher, 53(2), 126-127. Cambourne-ExplicitSystematicTchgRdg
Cambourne, B. (1995). Toward an educationally relevant theory of literacy learning: Twenty years of inquiry. Reading Teacher, 49(3), 182-190. Cambourne-TowardsEdRelevantTheoryLitLearning
Source:
http://globalconversationsinliteracy.wordpress.com/past-webinars/web-seminars-2011-2012/upcoming-webinars/brian-cambourne-march-2012/
Books by Brian Cambourne:
Geekie, P., Cambourne, B., & Fitzsimmons, P. 1999. Understanding Literacy Development. Trentham Books.
Cambourne, B. & Turbill, J. (Eds.). 1994. Responsive Evaluation: Making Valid Judgments About Student Literacy. Portsmouth, NH: Heinemann.
Cambourne, B. & Turbill, J. 1991. Coping with Chaos. Portsmouth, NH: Heinemann.
Cambourne, B. 1993. The Whole Story: Natural Learning & the Acquisition of Literacy in the Classroom. NY: Scholastic.
Brown, H. & Cambourne, B. 1990. Read and Retell: A Strategy for the Whole Language/Natural Learning Classroom. Portsmouth, NH: Heinemann.
Cambourne, B. 1984. Language, learning and literacy. Rigby.
Source:
http://globalconversationsinliteracy.wordpress.com/past-webinars/web-seminars-2011-2012/upcoming-webinars/brian-cambourne-march-2012/
Geekie, P., Cambourne, B., & Fitzsimmons, P. 1999. Understanding Literacy Development. Trentham Books.
Cambourne, B. & Turbill, J. (Eds.). 1994. Responsive Evaluation: Making Valid Judgments About Student Literacy. Portsmouth, NH: Heinemann.
Cambourne, B. & Turbill, J. 1991. Coping with Chaos. Portsmouth, NH: Heinemann.
Cambourne, B. 1993. The Whole Story: Natural Learning & the Acquisition of Literacy in the Classroom. NY: Scholastic.
Brown, H. & Cambourne, B. 1990. Read and Retell: A Strategy for the Whole Language/Natural Learning Classroom. Portsmouth, NH: Heinemann.
Cambourne, B. 1984. Language, learning and literacy. Rigby.
Source:
http://globalconversationsinliteracy.wordpress.com/past-webinars/web-seminars-2011-2012/upcoming-webinars/brian-cambourne-march-2012/