Shaping Literacy Achievement: Research We Have, Research We Need
Editat de Michael Pressley, Alison K. Billman, Kristen H. Perry, Kelly E. Reffitt, Julia Moorhead Reynoldsen Limba Engleză Paperback – 26 apr 2007
In the era of No Child Left Behind, what literacy research is still needed? How should it be conducted? And what role does research play in determining the kinds of literacy experiences that actually take place in classrooms? This forward-thinking book brings together leading authorities to address these vital and hotly debated questions. Contributors analyze the existing knowledge on core aspects of literacy education, describe how science is currently informing practice, and identify important methodological challenges and research directions. A highlight of the book is a chapter in which Michael Pressley offers an insightful critique of Reading First as well as practical recommendations for improving future policies.
Preț: 188.87 lei
Preț vechi: 229.90 lei
-18% Nou
Puncte Express: 283
Preț estimativ în valută:
36.15€ • 37.55$ • 30.02£
36.15€ • 37.55$ • 30.02£
Comandă specială
Livrare economică 14-28 ianuarie 25
Doresc să fiu notificat când acest titlu va fi disponibil:
Se trimite...
Preluare comenzi: 021 569.72.76
Specificații
ISBN-13: 9781593854096
ISBN-10: 1593854099
Pagini: 258
Dimensiuni: 152 x 229 x 18 mm
Greutate: 0.37 kg
Ediția:1
Editura: Guilford Publications
Colecția Guilford Press
ISBN-10: 1593854099
Pagini: 258
Dimensiuni: 152 x 229 x 18 mm
Greutate: 0.37 kg
Ediția:1
Editura: Guilford Publications
Colecția Guilford Press
Public țintă
Professional Practice & DevelopmentCuprins
1. The Literacy Research We Have, Juliet L. Halladay, Alison K. Billman, Yonghan Park, Fei Gao, Kelly E. Reffitt, and Nina Hasty
2. Policy Shaping Early Literacy Education and Practice: Potentials for Difference and Change, Kathleen A. Roskos
3. Home Literacy Environments: What We Know and What We Need to Know, Patricia A. Edwards
4. Reconsidering Adolescent Literacy: From Competing Agendas to Shared Commitment, Mark W. Conley
5. Adolescent Literacy: Where We Are, Where We Need to Go, Donald D. Deshler and Michael F. Hock
6. Research in Writing Instruction: What We Know and What We Need to Know, Gary A. Troia
7. Integrating Literacy and Science: The Research We Have, the Research We Need, Gina N. Cervetti, P. David Pearson, Jacqueline Barber, Elfrieda Hiebert, and Marco Bravo
8. Research on Teaching Powerful Composition Strategies We Have and Research We Need, Karen R. Harris and Steve Graham
9. The Role of Research in the Literacy Policies We Have and the Policies We Need, Barbara A. Kapinus
10. What We Have Learned since the National Reading Panel: Visions of the Next Version of Reading First, Michael Pressley and Lauren Fingeret
11. Concluding Reflections, Michael Pressley with Alison K. Billman, Kristen H. Perry, Kelly E. Refitt, and Julia Moorhead Reynolds
2. Policy Shaping Early Literacy Education and Practice: Potentials for Difference and Change, Kathleen A. Roskos
3. Home Literacy Environments: What We Know and What We Need to Know, Patricia A. Edwards
4. Reconsidering Adolescent Literacy: From Competing Agendas to Shared Commitment, Mark W. Conley
5. Adolescent Literacy: Where We Are, Where We Need to Go, Donald D. Deshler and Michael F. Hock
6. Research in Writing Instruction: What We Know and What We Need to Know, Gary A. Troia
7. Integrating Literacy and Science: The Research We Have, the Research We Need, Gina N. Cervetti, P. David Pearson, Jacqueline Barber, Elfrieda Hiebert, and Marco Bravo
8. Research on Teaching Powerful Composition Strategies We Have and Research We Need, Karen R. Harris and Steve Graham
9. The Role of Research in the Literacy Policies We Have and the Policies We Need, Barbara A. Kapinus
10. What We Have Learned since the National Reading Panel: Visions of the Next Version of Reading First, Michael Pressley and Lauren Fingeret
11. Concluding Reflections, Michael Pressley with Alison K. Billman, Kristen H. Perry, Kelly E. Refitt, and Julia Moorhead Reynolds
Notă biografică
Michael Pressley, PhD, was University Distinguished Professor, Director of the Doctoral Program in Teacher Education, and Director of the Literacy Achievement Research Center at Michigan State University. An expert on effective elementary literacy instruction, he was the author or editor of more than 300 journal articles, chapters, and books. Dr. Pressley was the recipient of the 2004 E. L. Thorndike Award (American Psychological Association, Division 15), the highest award given for career research accomplishment in educational psychology.
Alison K. Billman, MEd, is a doctoral candidate at Michigan State University. Her research focuses on language and literacy development in preschool and primary grades. These research interests emerge from her extensive classroom experience with children. Her teaching has been marked by innovative practices involving complex inquiry projects in which primary student researchers accessed resources in the community and in universities across the United States. Ms. Billman is the recipient of a Spencer Research Training Grant Fellowship and the Robert Craig Scholarship in Educational and Psychological Studies.
Kristen H. Perry, BA, is a doctoral candidate at Michigan State University. Her work focuses primarily on the ways in which culture and literacy development transact in diverse communities, particularly in African communities both in the United States and abroad. Her research also investigates the various ways in which home and community practices of literacy align with school practices of literacy, particularly for immigrant and refugee children. Ms. Perry has taught in multigrade classrooms in Denver; worked as a resource teacher and HIV/AIDS educator in Lesotho, Africa, through the U.S. Peace Corps; and tutored African refugees in Michigan. She is the recipient of Michigan State University's Distinguished Fellowship and a Spencer Research Training Grant Fellowship.
Kelly E. Reffitt, MEd, is a doctoral candidate at Michigan State University. Her research focuses on teacher education. Her experience as an elementary teacher has contributed to her research interest in effective literacy instruction, particularly in rural settings. Ms. Reffitt’s work with the late Dr. Michael Pressley focused on effective teaching in a rural district in Michigan’s Upper Peninsula.
Julia Moorhead Reynolds, PhD, is an Associate Professor of Education at Aquinas College in Grand Rapids, Michigan. She earned her doctorate in teacher education and literacy from Michigan State University. Previously, Dr. Reynolds worked as a high school English and reading teacher, a K-12 language arts curriculum specialist, and a secondary language arts curriculum coordinator in school districts in West Michigan.
Alison K. Billman, MEd, is a doctoral candidate at Michigan State University. Her research focuses on language and literacy development in preschool and primary grades. These research interests emerge from her extensive classroom experience with children. Her teaching has been marked by innovative practices involving complex inquiry projects in which primary student researchers accessed resources in the community and in universities across the United States. Ms. Billman is the recipient of a Spencer Research Training Grant Fellowship and the Robert Craig Scholarship in Educational and Psychological Studies.
Kristen H. Perry, BA, is a doctoral candidate at Michigan State University. Her work focuses primarily on the ways in which culture and literacy development transact in diverse communities, particularly in African communities both in the United States and abroad. Her research also investigates the various ways in which home and community practices of literacy align with school practices of literacy, particularly for immigrant and refugee children. Ms. Perry has taught in multigrade classrooms in Denver; worked as a resource teacher and HIV/AIDS educator in Lesotho, Africa, through the U.S. Peace Corps; and tutored African refugees in Michigan. She is the recipient of Michigan State University's Distinguished Fellowship and a Spencer Research Training Grant Fellowship.
Kelly E. Reffitt, MEd, is a doctoral candidate at Michigan State University. Her research focuses on teacher education. Her experience as an elementary teacher has contributed to her research interest in effective literacy instruction, particularly in rural settings. Ms. Reffitt’s work with the late Dr. Michael Pressley focused on effective teaching in a rural district in Michigan’s Upper Peninsula.
Julia Moorhead Reynolds, PhD, is an Associate Professor of Education at Aquinas College in Grand Rapids, Michigan. She earned her doctorate in teacher education and literacy from Michigan State University. Previously, Dr. Reynolds worked as a high school English and reading teacher, a K-12 language arts curriculum specialist, and a secondary language arts curriculum coordinator in school districts in West Michigan.
Recenzii
Shaping Literacy Achievement provides readers with a comprehensive discussion of the current state of literacy research, while also articulating directions for future work in the field. Pressley and his colleagues have created an invaluable resource for individuals who are developing or refining their own lines of literacy research. This is a 'must read' for graduate students, teacher educators, and researchers who want to understand and advance the current state of literacy education.--Erica C. Boling, PhD, Graduate School of Education, Rutgers, The State University of New Jersey
This thoughtful analysis of past and future directions for literacy research will stir debate within the research community for some time to come. Pressley and his colleagues cover a range of issues, including research on adolescent literacy instruction, legislation and policymaking, and writing. The chapter on lessons learned since the National Reading Panel report alone is worth the price of the book! This book will appeal to educational leaders, policymakers, and literacy researchers. It should be considered for master's- and doctoral-level courses in literacy and educational leadership, and would fit well with a seminar in which the chapters could be discussed and juxtaposed with other viewpoints.--Bruce Taylor, PhD, Department of Reading and Elementary Education, University of North Carolina at Charlotte
A 'must read.' Policy issues related to research trends and gaps are highlighted not only in the areas of early literacy and classroom instruction, but also in the areas of home literacy environments, adolescent literacy, writing instruction, and the integration of science and literacy. I would encourage all graduate students interested in literacy to read this book to get the creative research juices flowing!--Alysia D. Roehrig, PhD, Florida State University and the Florida Center for Reading Research
From distinguished experts in the field of literacy development, each chapter synthesizes current findings and outlines a research agenda that will help us provide children with optimal learning environments. Because the existing research is described in such clear and descriptive language, this book is perfect for undergraduate and graduate courses in literacy development and instruction. Moreover, its focus on the gaps in existing research makes it a necessary tool for doctoral students and young faculty members. Pressley has done it again, providing the field with another clear, masterly synthesis of literacy research.--Margaret E. Pierce, EdD, School of Education, University of Massachusetts at Amherst
Definitely reader-and teacher-friendly....Pressley takes the reader into real classrooms and offers a fly-on-the-wall perspective of what is happening in both exceptional as well as typical classrooms. It is certainly an eye-opening, and ultimately encouraging, discussion. We strongly encourage you to get the book for yourself and spend some time reading and reflecting upon it. Highly recommended. A rock-solid and impressive work.
--Education Oasis, 3/11/2007Descriere
In the era of No Child Left Behind, what literacy research is still needed? How should it be conducted? And what role does research play in determining the kinds of literacy experiences that actually take place in classrooms?