Content Area Literacy

An Integrated Approach
Author: John E. Readence,Thomas W. Bean,R. Scott Baldwin
Publisher: Kendall Hunt
ISBN: 9780757508172
Category: Education
Page: 315
View: 3713

Content Area Literacy

An Integrated Approach
Author: Thomas W. Bean,John E. Readence,R. Scott Baldwin
Publisher: Kendall/Hunt Publishing Company
ISBN: 9780757540264
Category: Education
Page: 319
View: 4097
Readence's name appears first on the earlier edition.

Critical Literacy

Context, Research, and Practice in the K-12 Classroom
Author: Lisa P. Stevens,Thomas W. Bean
Publisher: SAGE
ISBN: 1412941172
Category: Education
Page: 133
View: 5286
“This is an excellent text. I particularly liked how the authors share examples of critical literacy throughout the book, especially with digital and multimedia texts.” —Peter McDermott, The Sage Colleges “Through realistic discussion of how text shapes us and is shaped by us, Critical Literacy provides pre- and in-service teachers with concrete ways to engage in critical literacy practices with children from elementary through high school.” —Cheryl A. Kreutter, St. John Fisher College ...a unique, practical critical literacy text with concrete examples and theoretical tools for pre- and in-service teachers Authors Lisa Patel Stevens and Thomas W. Bean explore the historical and political foundations of critical literacy and present a comprehensive examination of its uses for K-12 classroom practice. Key Features: · Focuses on the nexus of critical literacy theory and practice through real classroom examples, vignettes, and conversations among teachers and teacher educators · Illustrates how critical literacy practices are enacted in the classroom at the elementary, middle, and high school levels. · Offers step-by-step teaching strategies for implementing critical literacy in K-12 classrooms at different paces, depending on existing curriculum Intended Audience: This is an excellent supplemental text for a variety of advanced undergraduate and graduate courses in education departments on how to teach reading and writing. This text will also appeal to instructors and students exploring issues of representation, linguistics, and critical deconstruction.

Content-area Literacy

Reaching and Teaching the 21st Century Adolescent
Author: Tom Bean,Scott Baldwin,John Readence
Publisher: Shell Education
ISBN: 9781425807016
Category: Education
Page: 208
View: 5062
Addresses the common difficulities associated with teaching adolescents to read content-area material and includes strategies to allow teachers to differentiate instruction to meet students' literacy needs.

Dimensions in Mentoring

A Continuum of Practice from Beginning Teachers to Teacher Leaders
Author: Susan Myers,Connie Anderson
Publisher: Springer Science & Business Media
ISBN: 9460918700
Category: Education
Page: 266
View: 4191
This book provides practitioners, researchers, and those involved in mentoring activities insight into varying types of mentoring. It covers aspects of mentoring with preservice teachers, K-12 practitioners, academia, and professionals in public and private sectors. Other areas not typically covered include service learning, faculty and graduate student writing and research groups, undergraduate and graduate student mentoring groups, online programs for alternatively certified teachers, formal mentoring programs for marginalized and underrepresented populations, academic mentoring for tenured faculty, and mentoring support for administrators at all levels! A unique approach to mentoring, a variety of theoretical contexts and frameworks is presented and suggestions for discussions, assignments, and dialogue opportunities are offered at the end of each chapter. These suggestions are practical applications and implications for extending conversations among professionals and are easily transferable to a variety of professional development activities. While primarily intended for teacher educators, it is a complete guide for those in public education who are interested in professional development activities. The topics addressed are useful to those who are new to the field of mentoring and to those who support mentoring projects at any level. A unique approach to mentoring, a variety of theoretical contexts and frameworks is presented and suggestions for discussions, assignments, and dialogue opportunities are offered at the end of each chapter. These suggestions are practical applications and implications for extending conversations among professionals and are easily transferable to a variety of professional development activities. While primarily intended for teacher educators, it is a complete guide for those in public education who are interested in professional development activities. The topics addressed are useful to those who are new to the field of mentoring and to those who support mentoring projects at any level.

Reconceptualizing the Literacies in Adolescent's Lives

Author: Donna E. Alvermann
Publisher: Psychology Press
ISBN: 0805853855
Category: Language Arts & Disciplines
Page: 322
View: 3046
Reconceptualizing the Literacies in Adolescents' Lives, Second Edition focuses on exploring the impact of young people's identity-making practices in mediating their perceptions of themselves as readers and writers in an era of externally mandated reforms. What is different in the Second Edition is its emphasis on the importance of valuing adolescents' perspectives - in an era of skyrocketing interest in improving literacy instruction at the middle and high school levels driven by externally mandated reforms and accountability measures. A central concern is the degree to which this new interest takes into account adolescents’ personal, social, and cultural experiences in relation to literacy learning. In this new edition of Reconceptualizing the Literacies in Adolescents’ Lives students’ voices and perspectives are featured front and center in every chapter. Particular attention is given throughout to multiple literacies--especially how information and new communication technologies are changing learning from and with text. Nine of the 15 chapters are new; all other chapters are thoroughly updated. The volume is structured around four main themes: * Situating Adolescents’ Literacies–addressing how young people use favorite texts to perform their identities; how they counter school-based constructions of incompetence; and how they re/construct their literate identities in relation to certain kinds of gendered expectations, pedagogies, and cultural resources; * Positioning Youth as Readers and Writers–stressing the importance of classroom discourse, cultural capital, agency, and democratic citizenship in mediating adolescents’ literate identities; * Mediating Practices in Young People’s Literacies–looking at issues of language, social class, race, and culture in shaping how adolescents represent themselves and are represented by others; and * Changing Teachers, Teaching Changes–capturing the productive ambiguities associated with teaching urban adolescents to read and write in changing times, encouraging students to conduct action research on topics that are personally relevant, and using ‘enabling constraints’ as a concept to formulate policies on adolescent literacy instruction. Reconceptualizing the Literacies in Adolescents’ Lives, Second Edition is an essential volume for researchers, faculty, teacher educators, and graduate students in the field of adolescent literacy education.

Constructions of Literacy

Studies of Teaching and Learning in and Out of Secondary Classrooms
Author: Elizabeth Birr Moje,David G. O'Brien
Publisher: Routledge
ISBN: 1135678804
Category: Education
Page: 384
View: 305
Constructions of Literacy explores and represents, through a series of cases and commentaries, how and why secondary school teachers and students use literacy in formal and informal learning settings. As used in the context of this book, secondary literacy refers to speaking, listening, reading, writing, and performing. It also refers to how these processes or events are constructed, negotiated, and used for specific purposes by teachers and students as they engage in various classroom, school, and community practices and interactions. The authors operate from a stance that literacy is socially, culturally, and historically constructed. They recognize that there are many different perspectives on how that construction occurs--some arguing for institutional and structural influences--others suggesting that people have some degree of agency within the constraints imposed by larger structures. A distinguishing feature of the volume is that the contributors explore and make explicit differing perspectives on literacy as a social construction. The volume is built around case studies of secondary school teachers' and students' literacy practices inside and outside of schools. The cases include diverse (critical, cultural, feminist, interpretive, phenomenological, and postmodern) theoretical and epistemological perspectives and research methodologies, making this one of the first collections of studies in secondary content area classrooms conducted from multiple perspectives. It concludes with two Commentaries, one by Donna Alvermann and one by David Bloome, in which they discuss and critique the contributions made from the different perspectives and grapple with how they simultaneously illuminate and confuse issues in literacy theory, research, and practice. Preservice and in-service teachers, school professionals, and researchers in literacy education, secondary education, and curriculum theory will find this book stimulating and informative. It will help them analyze the complexities of secondary literacy teaching and learning, and examine their own understandings of literacy within their own literacy contexts.

Handbook of Instructional Practices for Literacy Teacher-educators

Examples and Reflections From the Teaching Lives of Literacy Scholars
Author: Joyce E. Many
Publisher: Routledge
ISBN: 1135673764
Category: Education
Page: 398
View: 9508
This volume offers a unique glimpse into the teaching approaches and thinking of a wide range of well-known literacy researchers, and the lessons they have learned from their own teaching lives. The contributors teach in a variety of universities, programs, and settings. Each shares an approach he or she has used in a course, and introduces the syllabus for this course through personal reflections that give the reader a sense of the theories, prior experiences, and influential authors that have shaped their own thoughts and approaches. In addition to describing the nature of their students and the program in which the course is taught, many authors also share key issues with which they have grappled over the years while teaching their course; others discuss considerations that were relevant during the preparation of this particular syllabus or describe how it evolved in light of student input. The book is organized by areas within literacy education: reading; English/language arts; literature; emergent literacy; content-area literacy; literacy assessment and instruction; literacy and technology; and inquiries into literacy, theory, and classroom practice. It is accompanied by an interactive Web site: This online resource provides additional information about the authors' courses including complete syllabi, recommended readings, grading rubrics, and sample assignments. Readers are invited to respond and contribute their own syllabi and teaching experiences to the discourse generated by the volume.

Wer bin ich, wenn ich online bin...

und was macht mein Gehirn solange? - Wie das Internet unser Denken verändert
Author: Nicholas Carr
Publisher: Karl Blessing Verlag
ISBN: 3641080681
Category: Social Science
Page: 384
View: 4078
Wie beeinflusst sie Körper und Geist? Heute schon gegoogelt? Im Durchschnitt sind die Deutschen etwa zweieinhalb Stunden täglich online. Neuesten Studien zufolge, so zeigt Bestsellerautor und IT-Experte Nicholas Carr, bewirkt bereits eine Onlinestunde am Tag erstaunliche neurologische Prägungen in unserem Gehirn. Wer das Internet nach Informationen, sozialen Kontakten oder Unterhaltung durchforstet, verwendet, anders als beim Buch- oder Zeitunglesen, einen Großteil seiner geistigen Energie auf die Beherrschung des Mediums selbst. Und macht sich um die Inhalte, buchstäblich, keinen Kopf. Die Folge: Im Internetzeitalter lesen wir oberflächlicher, lernen wir schlechter, erinnern wir uns schwächer denn je. Von den Anpassungsleistungen unseres Gehirns profitieren nicht wir, sondern die Konzerne, die mit Klickzahlen Kasse machen. In seinem neuen Buch verbindet Carr, zwanzig Jahre nach Entstehung des World Wide Web, seine medienkritische Bilanz mit einer erhellenden Zeitreise durch Philosophie-, Technologie- und Wissenschaftsgeschichte – von Sokrates’ Skepsis gegenüber der Schrift, dem Menschen als Uhrwerk und Nietzsches Schreibmaschine bis zum User als Gegenstand aktueller Debatten und Studien. Und er vermittelt – jenseits von vagem Kulturpessimismus – anhand greifbarer Untersuchungen und Experimente, wie das Internet unser Denken verändert.

Content area literacy

strategic teaching for strategic learning
Author: Anthony V. Manzo,Ula Casale Manzo,Matthew M. Thomas
Publisher: John Wiley & Sons Inc
ISBN: 9780471151678
Category: Education
Page: 424
View: 6609
Promote comprehension... Help students read to learn, not just learn to read. The Fourth Edition of this well-respected text introduces teachers-to-be and practicing teachers to the reasons for and means of promoting basic and higher-order literacy across the disciplines. The authors discuss content area literacy in the context of promoting reading and thinking as an integrated part of specific subject instruction. Throughout, the text engages teachers in thinking critically, constructively, practically, and professionally about the art and science of teaching and literacy development. Now updated and revised, this Fourth Edition features increased attention to the needs of ESL/ELL students, updated coverage on the role of technology in content area learning, and new material on emergent content area literacy. HighlightsCoverage that spans specific subject instruction to school-wide content area literacy programming.Methods for pre-reading, si lent reading, and post-reading skills, helping students into, through, and beyond their reading and learning assignments.Instruction on validated means of improving reading comprehension in accord with the "scientifically based reading research" called for by No Child Left Behind and the National Institute for Literacy.Intelligent, engaging, and intellectually robust discussions of important educational and professional issues.Practical and user-friendly teaching methods.

An Integrated Approach to Early Literacy

Literature to Language
Author: Susan Mandel Glazer
Publisher: Pearson College Division
Category: Education
Page: 292
View: 8539
A holistic approach to language learning from a developmental point of view. Text covers three main areas: the characteristics of human development, theories that guide the caregiver to create the appropriate environments for learning, and practical strategies that encourage growth in reading, speaking, listening and writing. courses in emergent literacy, reading in early childhood education, early childhood language arts.

Media and Information Literacy

An Integrated Approach for the 21st Century
Author: Marcus Leaning
Publisher: Chandos Publishing
ISBN: 0081002351
Category: Language Arts & Disciplines
Page: 144
View: 8362
Media and Information Literacy: An Integrated Approach for the 21st Century provides a novel rationale for the integration of media and information literacy and gives direction to contemporary media and information literacy education. The book takes a synthetic approach to these two areas, presenting critical histories of both. The book explores the influence of political forces and educational practice on media literacy and the contemporary media environment, focusing on computing and mobile technology as a platform for existing and non-computational media. The final section considers a new rationale for the adjustment of content and activities into a combined project, building on a range of skills from contemporary media, reconsidering the mission of media literacy, and advocating that media and information literacy be expanded out of the classroom and positioned as a ‘public pedagogy'. Proposes a new route direction for media and information literacy Combines critical histories of media literacy and information literacy Integrates an account of technological development as a key driver to educational activities while retaining core progressive intents International in scope with recognition of international agencies, such as UNESCO and the UN

Good Teaching

An Integrated Approach to Language, Literacy, and Learning
Author: Nancy Parks Bertrand
Publisher: Heinemann Educational Books
ISBN: 9780325003597
Category: Education
Page: 339
View: 6858
With Integrating reading and the language arts, the authors provided a lucid description of the theory and practice of an effective literacy education. Now, in Good Teaching, Nancy Bertrand and Carole Stice's updated edition, the authors go a step further -- creating both a comprehensive textbook and an authoritative reference. They detail their theoretical and research base; provide connections to and a framework for instruction; describe the major approaches; offer a variety of sound, successful teaching techniques and strategies.

Teaching Young Adult Literature

Developing Students as World Citizens
Author: Thomas W. Bean,Judith Dunkerly-Bean,Helen J. Harper
Publisher: SAGE Publications
ISBN: 148331457X
Category: Education
Page: 368
View: 1219
Teaching Young Adult Literature: Developing Students As World Citizens (by Thomas W. Bean, Judith Dunkerly-Bean, and Helen Harper) is a middle and secondary school methods text that introduces pre-service teachers in teacher credential programs and in-service teachers pursuing a Masters degree in Education to the field of young adult literature for use in contemporary contexts. The text introduces teachers to current research on adolescent life and literacy; the new and expanding genres of young adult literature; teaching approaches and practical strategies for using young adult literature in English and Language Arts secondary classrooms and in Content Area Subjects (e.g. History); and ongoing social, political and pedagogical issues of English and Language Arts classrooms in relation to contemporary young adult literature.

Lernen sichtbar machen für Lehrpersonen

Überarbeitete deutschsprachige Ausgabe von "Visible Learning for Teachers"
Author: John Hattie
Publisher: N.A
ISBN: 9783834013002
Page: 296
View: 8719

PISA Beispielaufgaben aus der PISA-Erhebung 2000 in den Bereichen Lesekompetenz, mathematische und naturwissenschaftliche Grundbildung

Lesekompetenz, mathematische und naturwissenschaftliche Grundbildung
Author: OECD
Publisher: OECD Publishing
ISBN: 9264594272
Page: 136
View: 7586
Diese Publikation stellt die der PISA-Erhebung zugrunde liegenden Instrumente zur Leistungsmessung vor. Sie gibt eine Einführung in das Grundkonzept von PISA und die darin angewandten Verfahren zur Erfassung der Grundbildungsbereiche Leseverständnis, Mathematik und Naturwissenschaft.

Handbook of College Reading and Study Strategy Research

Author: Rona F. Flippo,David C. Caverly
Publisher: Routledge
ISBN: 0203894944
Category: Education
Page: 500
View: 4965
This Handbook is the most comprehensive and up-to-date source available for college reading and study strategy practitioners and administrators. In response to changing demographics, politics, policy, issues, and concerns in the field of college reading and study strategies since publication of the first edition in 2000, this new edition has been substantially revised and updated to reflect the newest research in the field, including six new chapters and a more user-friendly structure to make it easier for researchers, program administrators, college instructors, and graduate students to find the information that they need. In this thorough and systematic examination of theory, research, and practice, college reading teachers will find information to make better instructional decisions, administrators will find justification for programmatic implementations, and professors will find in one book both theory and practice to better prepare graduate students to understand the parameters and issues of this field. The Handbook is an essential resource for professionals, researchers, and students as they continue to study, research, learn, and share more about college reading and study strategy issues and instruction.

Arbeiten Sie nie härter als Ihre Schüler und die sechs anderen Prinzipien guten Unterrichts

Author: Robyn R. Jackson
Publisher: N.A
ISBN: 9783407626745
Page: 275
View: 5876

Rosa Weiss

Author: Roberto Innocenti,Mirjam Pressler
Publisher: N.A
ISBN: 9783794151240
Page: 32
View: 9215