Raising Literacy Achievement in High-Poverty Schools: An Evidence-Based Approach: Routledge Research in Education
Autor Eithne Kennedyen Limba Engleză Hardback – 13 ian 2014
Toate formatele și edițiile | Preț | Express |
---|---|---|
Paperback (1) | 368.56 lei 6-8 săpt. | |
Taylor & Francis – 16 noi 2016 | 368.56 lei 6-8 săpt. | |
Hardback (1) | 1043.81 lei 6-8 săpt. | |
Taylor & Francis – 13 ian 2014 | 1043.81 lei 6-8 săpt. |
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Specificații
ISBN-13: 9780415540049
ISBN-10: 0415540046
Pagini: 324
Ilustrații: 27 tables and 22 halftones
Dimensiuni: 152 x 229 x 23 mm
Greutate: 0.76 kg
Ediția:1
Editura: Taylor & Francis
Colecția Routledge
Seria Routledge Research in Education
Locul publicării:Oxford, United Kingdom
ISBN-10: 0415540046
Pagini: 324
Ilustrații: 27 tables and 22 halftones
Dimensiuni: 152 x 229 x 23 mm
Greutate: 0.76 kg
Ediția:1
Editura: Taylor & Francis
Colecția Routledge
Seria Routledge Research in Education
Locul publicării:Oxford, United Kingdom
Public țintă
Postgraduate and UndergraduateCuprins
1. Introduction 2. Evidence-Based Professional Development 3. Effective Schools and Effective Teachers of Literacy 4. Current Research on Literacy 5. School and Classroom Context 6. The Change Process 7. Impact on the Teaching of Reading 8. Impact on the Pedagogy of Writing 9. Perceptions of Affective Changes in the Children 10. Impact on Teachers and School Community 11. Changes in Achievement 12. Raising Literacy Achievement: Lessons from the Research
Recenzii
'Kennedy has produced one of those rare things: a book that deserves equally to be read by researchers, practitioners, managers, policy makers, and teacher educators. It is both scholarly and pragmatic, it is beautifully written and offers importnant and timely lessons for each of thee core groups. I would urge everyone to read it.'- Sue Ellis, University of Strathclyde, Literacy UKLA
Descriere
This book shares lessons gleaned from a two-year intervention in a high-poverty school, which was highly successful in significantly narrowing the literacy achievement gap and in raising children’s motivation and engagement in literacy both inside and outside school. Kennedy argues that there is much that disadvantaged schools can do to close the gap, but this is more likely to occur when a research-based approach to instruction (with a dual emphasis on cognitive skills and motivation and engagement), assessment and professional development is undertaken.