Meeting the Challenge of Adolescent Literacy: Research We Have, Research We Need

ISBN13：9781593857028
出版社：Guilford Pubn
作者：Mark W. Conley (EDT); Joseph R. Freidhoff (EDT); Michael B. Sherry (EDT); Steven F. Tuckey (EDT)
出版日：2008/03/26
裝訂：平裝
關鍵字： Meeting the Challenge of Adolescent Literacy: Research We Have, Research We Need、 Meeting、 the、 Challenge、 of、 Adolescent、 Literacy、 Research、 We、 Have、 Need、 Guilford Pubn、 Mark W. Conley (EDT)、 Joseph R. Freidhoff (EDT)、 Michael B. Sherry (EDT)、 Steven F. Tuckey (EDT)、外文書、 Standard English usage、

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Standard English usage

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Contributors in educational psychology, teacher education, literacy, and curriculum and instruction review what is known about adolescent literacy, examine the implications for classroom instruction, and offer specific goals for future research. Particular attention is given to how teaching literacy across disciplines can improve students' content-area learning, and the book includes chapters on literacy in math and science classrooms. Also addressed are key findings and unresolved questions regarding fluency instruction, struggling adolescent readers, literacy coaching, and responding to the needs of African American adolescents. The book's chapters expand on presentations made at the second annual conference of the Literacy Achievement Research Center at Michigan State University, held fall 2006. The audience for the book includes teachers, teacher educators, and researchers. Conley is professor and coordinator of the undergraduate and graduate literacy programs in the Department of Teacher Education at Michigan State University. Annotation c2008 Book News, Inc., Portland, OR (booknews.com)

作者簡介

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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