Meeting the Challenge of Adolescent Literacy : Research We Have, Research We Need. Dieser Artikel ist nicht verfügbar.
Sprache: Englisch
Verlag: Guilford Publications, 2008
- Softcover
- Gebraucht
Anbieter: Better World Books: West, Reno, NV, USABetter World Books: West
Verkäufer:in bei ZVAB seit 14. März 2016
Zustand: Gebraucht - Gut
EUR 11,95
Artikelbeschreibung des Verkäufers
Former library copy. Pages intact with possible writing/highlighting. Binding strong with minor wear. Dust jackets/supplements may not be included. Includes library markings. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.
Bestandsnummer des Verkäufers 57495992-75
- Titel
- Meeting the Challenge of Adolescent Literacy : Research We Have, Research We Need
- Verlag
- Guilford Publications
- Erscheinungsjahr
- 2008
- Zustand
- Very Good
- Einband
- Softcover
- Sprache
- Englisch
- ISBN-10
- 1593857020
- ISBN-13
- 9781593857028
- Auflage
- 1 Edition.
- Artikelgewicht
- 0,536 Pfund
- Abmessungen
- N/A
In this concise, thought-provoking book, prominent researchers analyze existing knowledge on adolescent literacy, examine the implications for classroom instruction, and offer specific goals for future research. The volume reviews cutting-edge approaches to understanding the unique features of teaching and learning in secondary schools. Particular attention is given to how teaching literacy across disciplines can improve students' content-area learning, and the book includes chapters dedicated to literacy in math and science classrooms. Also addressed are key findings and unresolved questions regarding fluency instruction, struggling adolescent readers, responding to the literacy needs of African American adolescents, and literacy coaching.
„Inhaltsangabe“ gehört möglicherweise zu einer anderen Auflage dieses Titels.
Über die Autorin bzw. den Autor
Mark W. Conley, PhD, is a professor and coordinator of the undergraduate and graduate Literacy Programs in the Department of Teacher Education at Michigan State University. His research focuses on literacy assessment, content-area literacy, and literacy policy. He is the author of Connecting Standards and Assessment through Literacy and Content Area Literacy: Learners in Context.
Joseph R. Freidhoff, BA, is a doctoral candidate in the Educational Psychology and Educational Technologies Program at Michigan State University. His areas of research include new literacy practices of preservice teachers, teacher collaboration and community, and teaching and learning in online environments. He currently teaches an elective course to help preservice teachers design technology-rich projects to implement during their internship year.
Michael B. Sherry, MEd, is a doctoral candidate in Michigan State University’s Department of Teacher Education. A former middle and high school literature and drama teacher, he earned a master’s degree in curriculum and teaching from Michigan State University while teaching abroad in a French international school. Back in the United States, he studies preservice English language arts teachers’ decision-making processes, particularly how they learn to make improvisational, responsive decisions.
Steven Forbes Tuckey, MEd, is a doctoral candidate at Michigan State University. His research focuses on science and mathematics curriculum design, responsive pedagogy, technology and writing in the sciences, and history and philosophy of science and mathematics. These research interests emerge from his extensive experience within secondary and postsecondary classrooms teaching science, mathematics, and teacher education.
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