Teacher Inquiries In Literacy Teaching Learning

Author: Christine C. Pappas
Editor: Routledge
ISBN: 1135688885
Size: 18,39 MB
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This book consists of the reports of 13 urban elementary teacher researchers' year-long inquiries around literacy topics--conducted as part of a collaborative school-university action research project. The focus is on how they attempted to transform their teaching practices to meet the needs of students from diverse ethnic and linguistic backgrounds, and how their inquiry efforts resulted in developing more collaborative styles of teaching. These teachers explore how collaborative classroom interactions occur when teachers move away from teaching-as-transmission approaches to ones in which they share power and authority with their students--viewing them not as 'at risk' but instead as 'at promise.' Because the everyday interactions between teachers and students are realized by social talk in the classroom, classroom discourse was analyzed to study and document the teacher researchers' efforts to make changes in the locus of power in literacy teaching and learning. Their chapters are filled with classroom discourse examples to illustrate their points. The volume includes teacher inquiries conducted in elementary classrooms from kindergarten through eighth grade. Three took place in bilingual classrooms, one in a special education class. These inquires cover a range of literacy topics, including reading-aloud, language richness, writing, literature discussion groups, drama, and 'pretend' reading. The background and theoretical underpinnings of the project are discussed in an introduction written by the editors; in the conclusion they pull together the major themes in the teacher researchers' chapters and discuss the political implications of their efforts to change literacy teaching and learning in their urban classrooms.

Becoming A Teacher Researcher In Literacy Teaching And Learning

Author: Christine C. Pappas
Editor: Routledge
ISBN: 1136861130
Size: 17,90 MB
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Designed to facilitate teachers’ efforts to meet the actual challenges and dilemmas they face in their classrooms, Becoming a Teacher Researcher in Literacy Teaching and Learning: provides background information and key concepts in teacher research covers the "how-to" strategies of the teacher research process from the initial proposal to writing up the report as publishable or presentable work illustrates a range of literacy topics and grade levels features twelve reports by teacher researchers who have gone through the process, and their candid remarks about how activities helped (or not) helps teachers understand how knowledge is constructed socially in their classrooms so that they can create instructional communities that promote all students’ learning. Addressing the importance of teacher research for better instruction, reform, and political action, this text emphasizes strategies teachers can use to support and strengthen their voices as they dialogue with others in the educational community, so that their ideas and perspectives may have an impact on educational practice both locally in their schools and districts and more broadly.

Handbook Of Research On Teaching Literacy Through The Communicative And Visual Arts Volume Ii

Author: James Flood
Editor: Routledge
ISBN: 1317639707
Size: 14,57 MB
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The Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts, Volume II brings together state-of-the-art research and practice on the evolving view of literacy as encompassing not only reading, writing, speaking, and listening, but also the multiple ways through which learners gain access to knowledge and skills. It forefronts as central to literacy education the visual, communicative, and performative arts, and the extent to which all of the technologies that have vastly expanded the meanings and uses of literacy originate and evolve through the skills and interests of the young. A project of the International Reading Association, published and distributed by Routledge/Taylor & Francis. Visit http://www.reading.org for more information about Internationl Reading Associationbooks, membership, and other services.

An Integrated Language Perspective In The Elementary School

Author: Christine Pappas
Editor: Allyn & Bacon
ISBN: 9780205392520
Size: 14,97 MB
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This groundbreaking resource was the first in its field to present practical, research-based guidance on creating integrated curriculum. It has been updated to reflect cutting-edge perspectives in literacy and language arts instruction. WEBS, the hallmark feature of "An Integrated Language Perspective in the Elementary School," enable readers to easily incorporate integrated units in the classroom. The fourth edition continues to offer practical and critical curriculum paradigms, and clearly shows the reciprocal relationship between assessment and instruction. Perfect for both pre-service and in-service K-8 teachers for its accessibility, the book is solidly grounded in cognitive, linguistic, and curriculum theory, but also does an excellent job of examining what goes on in the classroom minute-by-minute, day-by-day. Reviewers rave. . . "One major strength of this book is its approach to literacy education--integrating reading and writing instruction using thematic units." —"Diane Beals, University of Tulsa" "The prototypes are exemplary in that they emphasize the true interdisciplinary nature of carefully thought-out unit goals and objectives." --"Lillian McEnery, University of Houston" "Bravo! We need to begin preparing teachers to think like researchers even before they enter their classrooms. . . . It definitely does things other texts do not: it focuses on integrative teaching." --"Patricia Wheeler, Indiana State University"

Choice

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Editor:
ISBN:
Size: 19,65 MB
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Scaling Up Success

Author: Chris Dede
Editor: Jossey-Bass
ISBN: 9780787976590
Size: 12,75 MB
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Demonstrates methods of scaling up successful instruction from classroom to school or district wide implementation. K-12.

Identity And The Young English Language Learner

Author: Elaine Mellen Day
Editor: Multilingual Matters Ltd
ISBN: 9781853595981
Size: 14,56 MB
Format: PDF
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This longitudinal, ethnographic case study examines the language socialization experiences of Hari, a Punjabi-speaking English language learner integrated in a mainstream kindergarten classroom in an urban area of British Columbia, Canada. The study uses sociocultural and critical/poststructural theoretical perspectives to explore the intimate connection between learning, identity and social membership in Hari's learning path. The book highlights the political and affective dynamics of classroom relationships and their unconscious as well as conscious dimensions and should be of interest to all researchers, students, and educators involved with minority language children in educational contexts.

In Search Of Incipient Academic Writing

Author: Laura Dubcovsky
Editor:
ISBN:
Size: 19,11 MB
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Review Of Research In Education 24 1999

Author:
Editor: Amer Educational Research Assn
ISBN: 9780935302240
Size: 17,66 MB
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Self Study And Inquiry Into Practice

Author: Linda Kroll
Editor: Routledge
ISBN: 0415600707
Size: 12,83 MB
Format: PDF, Mobi
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"One of the most important factors in making sure that all children achieve well is widely regarded to be a well-prepared teacher and this is particularly the case for those who teach in urban settings. There are new pressures and familiar pressures on teachers and teacher educators to prepare teachers who will be able to teach in a changing world, and who will be able to change the world. The question of how to prepare well-qualified teachers has become an international question with global responses and consequences. This book describes a stance and pedagogy for helping young teachers to be successful in the most challenging of circumstances. Self-Study and Inquiry into Practice: Learning to teach for equity and social justice is about learning to use inquiry to teach in urban settings. The use of inquiry and self-study as ways of thinking about, understanding and developing one's practice and one's teaching can support teachers' continued inspiration and resilience to teach all children well in the face of very challenging circumstances. Using rich examples and case studies of how pre-service teachers and beginning teachers have used inquiry to learn from challenging urban placements, Linda Kroll shows the importance of using inquiry and self-study in learning to teach and in continuing to learn as one teaches. Inquiry and self-study is a useful way to understand what students understand, what they learn from our teaching, and the power and responsibility we have to ensure that all our students achieve their highest potential"--