Search Results for "re-imagining-content-area-literacy-instruction"

(Re)Imagining Content-Area Literacy Instruction

(Re)Imagining Content-Area Literacy Instruction

  • Author: Roni Jo Draper,Paul Broomhead,Amy Peterson Jensen,Daniel Siebert,Jeffrey D. Nokes
  • Publisher: Teachers College Press
  • ISBN: 0807771333
  • Category: Education
  • Page: 193
  • View: 5190
DOWNLOAD NOW »
Today’s teachers need to prepare students for a world that places increasingly higher literacy demands on its citizens. In this timely book, the authors explore content-area literacy and instruction in English, music, science, mathematics, social studies, visual arts, technology, and theatre. Each of the chapters has been written by teacher educators who are experts in their discipline. Their key recommendations reflect the aims and instructional frameworks unique to content-area learning. This resource focuses on how literacy specialists and content-area educators can combine their talents to teach all readers and writers in the middle and secondary school classroom. The text features vignettes from classroom practice with visuals to demonstrate, for example, how we read a painting or hear the discourse of a song. Additional contributors: Marta Adair, Diane L. Asay, Sharon R. Gray, Sirpa Grierson, Scott Hendrickson, Steven L. Shumway, Geoffrey A. Wright Roni Jo Draperis an associate professor in the Department of Teacher Education in the David O. McKay School of Education.Paul Broomheadis associate professor and coordinator of the Music Education Division in the School of Music.Amy Petersen Jensenis an associate professor in the College of Fine Arts and Communications.Jeffery D. Nokesis an assistant professor in the History Department.Daniel Siebertis an associate professor in the Department of Mathematics Education. All editors are at Brigham Young University, Utah. “This is a must-read for educators engaged in professional development efforts aimed at improving students’ learning across the content areas. The editors and chapter authors are to be applauded for taking up the call to place content-area literacy squarely in the disciplines.” —From the Foreword byThomas W. Bean, University of Nevada, Las Vegas “A great tool for developing disciplinary literacy.” —Douglas Fisher, San Diego State University “Draper and her colleagues successfully convey the complex and subject-specific nature of effective content area literacy instruction. This book reminds us in refreshing ways that there is more to effective reading than decoding and prior knowledge.” —George G. Hruby, Executive Director, Collaborative Center for Literacy Development, University of Kentucky “From its grounding in inquiry and collaboration, to its contemporary views of literacy and text, this book is an important response to recent calls to redress century-old recommendations for teaching reading. It is exciting to recommend(Re)ImaginingContent-Area Literacy Instructionfor any course or in-service project with a focus on content-area literacy instruction.” —Kathleen Hinchman, Syracuse University, School of Education

Global Developments in Literacy Research for Science Education

Global Developments in Literacy Research for Science Education

  • Author: Kok-Sing Tang,Kristina Danielsson
  • Publisher: Springer
  • ISBN: 331969197X
  • Category: Science
  • Page: 401
  • View: 6901
DOWNLOAD NOW »
This book highlights recent developments in literacy research in science teaching and learning from countries such as Australia, Brazil, China, Finland, Germany, Hong Kong, New Zealand, Norway, Singapore, Spain, South Africa, Sweden, Taiwan, and the United States. It includes multiple topics and perspectives on the role of literacy in enhancing science teaching and learning, such as the struggles faced by students in science literacy learning, case studies and evaluations of classroom-based interventions, and the challenges encountered in the science classrooms. It offers a critical and comprehensive investigation on numerous emerging themes in the area of literacy and science education, including disciplinary literacy, scientific literacy, classroom discourse, multimodality, language and representations of science, and content and language integrated learning (CLIL). The diversity of views and research contexts in this volume presents a useful introductory handbook for academics, researchers, and graduate students working in this specialized niche area. With a wealth of instructional ideas and innovations, it is also highly relevant for teachers and teacher educators seeking to improve science teaching and learning through the use of literacy.

Literacy Learning Clubs in Grades 4-8

Literacy Learning Clubs in Grades 4-8

Engaging Students across the Disciplines

  • Author: Heather Kenyon Casey
  • Publisher: Guilford Publications
  • ISBN: 1462529968
  • Category: Language Arts & Disciplines
  • Page: 182
  • View: 677
DOWNLOAD NOW »
Literacy learning clubs are highly motivating small-group collaborations that can improve tweens' and teens' academic achievement, support their social-emotional development, and increase their enjoyment of reading and writing. This book explains the research basis for the author's approach and offers practical instructions for implementation in English language arts, social studies, science, and mathematics classrooms, illustrated with detailed case examples. Links to the Common Core State Standards are identified, and multimodal methods and new literacies emphasized throughout. User-friendly features include end-of-chapter reflection questions and suggested activities. The Appendix provides reproducible planning forms and handouts that can be downloaded and printed in a convenient 8 1/2" x 11" size.

Improving Reading Comprehension of Middle and High School Students

Improving Reading Comprehension of Middle and High School Students

  • Author: Kristi L. Santi,Deborah K. Reed
  • Publisher: Springer
  • ISBN: 3319147358
  • Category: Education
  • Page: 197
  • View: 4185
DOWNLOAD NOW »
This volume focuses on our understanding of the reading comprehension of adolescents in a high stakes academic environment. Leading researchers share their most current research on each issue, covering theory and empirical research from a range of specializations, including various content areas, English language learners, students with disabilities, and reading assessment. Topics discussed include: cognitive models of reading comprehension and how they relate to typical or atypical development of reading comprehension, reading in history classes, comprehension of densely worded and symbolic mathematical texts, understanding causality in science texts, the more rigorous comprehension standards in English language arts classes, balancing the practical and measurement constraints of the assessment of reading comprehension, understanding the needs and challenges of English language learners and students in special education with respect to the various content areas discussed in this book. This book is of interest to researchers in literacy and educational psychology as well as curriculum developers.

Socially Responsible Literacy

Socially Responsible Literacy

Teaching Adolescents for Purpose and Power

  • Author: Paula M. Selvester,Deborah G. Summers
  • Publisher: Teachers College Press
  • ISBN: 0807772399
  • Category: Language Arts & Disciplines
  • Page: 209
  • View: 9062
DOWNLOAD NOW »
This book offers a new vision for teaching literacy to adolescents that moves beyond reading for its own sake and toward reading as a way to motivate students to connect with their world. The authors draw on the voices of adolescent readers to discover how teachers can encourage their students to explore their identities, face injustices, and contribute to their communities. Readers learn how to incorporate the core issues of a socially responsible pedagogy into their own curricula to support strong literacy skills across the content areas. Each chapter includes reflection questions that move the reader toward personal and professional development, along with classroom applications that provide specific strategies and ideas for engaging literacy projects. This dynamic book: Outlines a socially responsible pedagogy that will assist teachers in creating meaningful experiences to motivate even the most disengaged students, takes a critical approach to teaching and learning that recognizes the importance of explicitly addressing issues of power and identity, examines effective school-wide models that promote a climate of responsibility toward the larger society.

Educating Literacy Teachers Online

Educating Literacy Teachers Online

Tools, Techniques, and Transformations

  • Author: Lane W. Clarke,Susan Watts-Taffe
  • Publisher: Teachers College Press
  • ISBN: 0807772496
  • Category: Education
  • Page: 147
  • View: 5054
DOWNLOAD NOW »
This book is a comprehensive guide for literacy teacher educators and professional development trainers who teach and work in online settings. The authors provide tools, techniques, and resources for developing courses, workshops, and other online learning experiences, including blended/hybrid delivery formats that combine face-to-face meetings with online practices. Moving away from traditional discussions in which technology and delivery systems dominate the conversation, this book focuses on the literacy instructor with techniques for building effective learning communities. The authors outline the unique pedagogical challenges posed by online courses and offer guidance for making decisions about what tools to use for specific instructional purposes. More than simply a “how-to” book, this resource will encourage novice and experienced instructors to extend their thinking and enable online literacy teacher education to grow in productive ways. Book Features: Support for those teaching in many different roles, including program coordinators, professors, and adjuncts. A focus on pedagogical innovation as the key to success, with concrete examples of instructional and assessment practices. Connections to the IRA Standards for Reading Professionals and other national standards for teacher education. A companion website where online literacy teacher educators can communicate and share resources. “Be prepared to experience a compelling journey. . . . This might very well be the book that inspires you, like me, to find a trusted colleague, take a few risks, and begin your own journey toward moving a literacy course or whole program online.” —From the Foreword by Julie Coiro, University of Rhode Island Lane W. Clarke is assistant professor and literacy concentration leader in the Education Department of the University of New England. Susan Watts-Taffe is associate professor and coordinator of the Reading Endorsement program at the University of Cincinnati.

Real World Writing for Secondary Students

Real World Writing for Secondary Students

Teaching the College Admission Essay and Other Gate-Openers for Higher Education

  • Author: Jessica Singer Early,Meredith DeCosta
  • Publisher: Teachers College Press
  • ISBN: 0807772356
  • Category: Education
  • Page: 145
  • View: 2968
DOWNLOAD NOW »
One of the most important ways to scaffold a successful transition from high school to college is to teach real-world, gate-opening writing genres, such as college admission essays. This book describes a writing workshop for ethnically and linguistically diverse high school students, where students receive instruction on specific genre features of the college admission essay. The authors present both the theoretical grounding and the concrete strategies teachers crave, including an outline of specific workshop lessons, teaching calendars, and curricular suggestions. This text encourages secondary teachers to think of writing as a vital tool for all students to succeed academically and professionally. Appropriate for courses and teacher professional development, this accessible book: Reconceptualizes the ways in which writing can best serve marginalized students.Examines research-based curricular and teaching approaches for the secondary school classroom.Provides a writing workshop framework for creating a college admissions essay complete with lesson-planning materials, activities, handouts, bibliographic resources, and more.Includes student perspectives and work samples, offering insight into the lives and struggles of diverse adolescents. “In this important book, Jessica Early and Meredith DeCosta describe a readily replicable set of activities that provides motivated, meaningful opportunities for writing development and helps potential first-generation higher education students gain university admission.” —From the Foreword by Charles Bazerman, Gevirtz Graduate School of Education, University of California Santa Barbara “This is a book about opening doors, about demystifying writing tasks that can keep many students on the outside. The authors take on a major writing challenge—the college application essay—and through careful instruction help students use their real life stories to master it. It is teaching at its best, and democracy at its best.” —Thomas Newkirk, University of New Hampshire “This groundbreaking book has the best qualities of an exemplary research study while also providing us with a handbook of practical wisdom and engaging lessons for teaching writing to a diverse population of secondary students. It is certain to inspire and instruct all English teachers and composition researchers who care about helping traditionally marginalized and underprepared students discover and demonstrate that they are qualified to enter college.” —Sheridan Blau, Teachers College, Columbia University

Overtested

Overtested

How High-Stakes Accountability Fails English Language Learners

  • Author: Jessica Zacher-Pandya
  • Publisher: Teachers College Press
  • ISBN: 0807771449
  • Category: Education
  • Page: 160
  • View: 2626
DOWNLOAD NOW »
This timely book explores what is often overlooked in policy debates about the education of English language learners: how the day-to-day dynamics of the classroom are affected by high-stakes testing and the pressures students and teachers experience and internalize as a result. The author presents and analyzes classroom observations, student work, and test scores, as well as interviews with students and teachers. A disturbing picture of today’s overtested public school classroom emerges from the events and practices described in this book. While hard to believe, all the depictions presented took place in a real elementary school classroom and reflect the current culture of extreme accountability. Overtestednot only describes the flaws in our current accountability system, but it also provides real-world solutions that can have an immediate and positive effect at the classroom, state, and national level. Chapters address key debates such as how to measure proficiency, the validity of various language assessment tools, the overuse of assessment, and the risks and benefits of teaching language arts to English language learners via mandated, structured curricula. Jessica Zacher Pandyais an Associate Professor in the Departments of Teacher Education and Liberal Studies at California State University, Long Beach. “This book tells an important tale that cannot be conveyed by numbers and tables.... It is important information for teachers; for those who depend on, employ, and train teachers; and for those who create the policies under which teachers are required to operate.” —From the Foreword byRobert Rueda, University of Southern California, author ofThe 3 Dimensions of Improving Student Performance: Finding the Right Solutions to the Right Problems “How many more dire tales of ‘schooling for assessment’ must be told before we realize that teaching and testing are not the same and that scores on standardized, multiple choice achievement tests are a sorry substitute for an engaging learning environment? In this book, Jessica Zacher Pandya reaches across ideological and institutional borders to offer reasonable, pragmatic solutions for change.” —Linda Valli, Jeffrey & David Mullan Professor of Teacher Education & Professional Development, College of Education, University of Maryland “Zacher Pandya’s invaluable book exposes the injustices and absurdities of our high-stakes accountability era. Just as importantly, it limns a more academically robust and culturally relevant instructional vision for English language learners.” —Gerald Campano, University of Pennsylvania

Critical Media Pedagogy

Critical Media Pedagogy

Teaching for Achievement in City Schools

  • Author: Ernest Morrell,Rudy Duenas,Veronica Garcia,Jorge Lopez
  • Publisher: Teachers College Press
  • ISBN: 0807771872
  • Category: Education
  • Page: 183
  • View: 7315
DOWNLOAD NOW »
This practical book examines how teaching media in high school English and social studies classrooms can address major challenges in our educational system. The authors argue that, in addition to providing underserved youth with access to 21st century learning technologies, critical media education will help improve academic literacy achievement in city schools. Critical Media Pedagogy presents first-hand accounts of teachers who are successfully incorporating critical media education into standards-based lessons and units. The book begins with an analysis of how media have been conceptualized and studied; it identifies the various ways that youth are practicing media, as well as how these practices are constantly increasing in sophistication. Finally, it offers concrete examples of how to develop a rigorous, standards-based content area curriculum that embraces new media practices and features media production.

A Call to Creativity

A Call to Creativity

Writing, Reading, and Inspiring Students in an Age of Standardization

  • Author: Luke Reynolds
  • Publisher: Teachers College Press
  • ISBN: 0807771732
  • Category: Education
  • Page: 120
  • View: 1159
DOWNLOAD NOW »
In this age of standardization, many English teachers are unsure about how to incorporate creative writing and thinking into their classroom. In a fresh new voice, Luke Reynolds emphasizes that “creativity in our lives as teachers and in the lives of our students is one of our most vital needs in the 21st century.” Based on his own journey as an English teacher, A Call to Creativity is a practical guide that shows teachers how they can encourage and support students’ creativity in the English/language arts classroom. The book offers both the inspiration and practical steps teachers need to engage their students through a variety of hands-on projects and worksheets that can be used immediately to insert creativity into any standards-based curriculum. Book Features: Adaptable projects tested in diverse school environments.Guiding questions at the end of each chapter.Lesson plans for creative writing assignments.Over 30 pages of worksheets and sample assignments. Luke Reynolds has taught 7th- through 12th-grade English in Massachusetts and Connecticut public schools, as well as composition at Northern Arizona University. He is co-editor of the bestselling book Burned In: Fueling the Fire to Teach. “This book puts wheels on high ideals in a way that can move us toward the kind of education our students deserve and our best teachers desire.” —Parker J. Palmer, bestselling author “This book sounds a hopeful note in the current era of teaching. . . . It shows us we can still be passionate and practical, creative and collaborative at a time when too many feel it is impossible.” —From the Foreword by Jim Burke, author of The English Teacher’s Companion “I can’t think of a more important topic or a more inspired treatment of it than this book. I’m not just recommending this book, I can’t wait to teach it and use it myself. Bravo, Luke Reynolds! Viva, Creativity!” —Jeffrey D. Wilhelm, Boise State University, author of “You Gotta Be The Book”, Second Edition “Every chapter in A Call to Creativity is a real gem! Using humor and his gift as a storyteller, Luke Reynolds shows teachers not only how creativity can be woven through standards-based curricula, but why it is essential to do so.” —Christine Sleeter, professor emerita, California State University, Monterey Bay, co-editor of Teaching with Vision “Luke Reynolds provides a purposeful framework to help teachers transform the fundamental elements of contemporary practice into classroom experiences that awaken students’ creativity, passion, and energy.” —Sam Intrator, professor of education and the program in urban studies, Smith College “This marvelous new book by Luke Reynolds shows how passionate teaching is lit by soul and vulnerability, knowledge of self on the part of the teacher, and a willingness to explore what can really happen in a classroom if you challenge students to engage their muscular and creative minds.” —Kirsten Olson, Institute for Democratic Education in America (IDEA), author of Wounded by School