1st edition. 195 pages. 8.75x6.00x0.50 inches. In Stock. N° de ref. de la librería
Sinopsis: Reading and Teaching raises questions and provides a context for preservice and practicing teachers to understand and to reflect on the complex issues surrounding the teaching of reading in the schools. It presents real teachers in their classrooms, dialogues about that teaching, and exercises for further clarification. The purpose is to help teachers make informed choices about their teaching of reading. The text considers the different types of decisions teachers might make in the teaching of reading and the knowledge upon which they rely in making those decisions—not simply factual information about using certain materials and methods to teach reading, but also knowledge about the mind, the political climate, the broader social and cultural circumstances of their students and schools and the communities in which they teach.
Reading and Teaching is designed to engage teachers in beginning to evolve their own practical theories, to help them explore and perhaps modify some basic beliefs and assumptions, and to become acquainted with other points of view. Readers are encouraged to interact with the text and to develop their own perspective on the teaching of reading. This is the fifth volume in Reflective Teaching and the Social Conditions of Schooling: A Series for Prospective and Practicing Teachers, edited by Daniel P. Liston and Kenneth M. Zeichner. It follows the same format as previous volumes in the series.
*Part I includes four real-life cases of teachers’ experiences in the classroom: “Teaching Reading Via Direct Systematic Instruction”; “A New Teacher Learns About Teaching Reading and Culture”; “A Teacher-Constructed Whole Language Program”; and “Critical Literacy in an Urban Middle School.” Each case is followed by space for readers to write their own reactions and reflections, educators’ dialogue about the case, space for readers’ reactions to the educators’ dialogue, and a summary and additional questions.
*Part II presents three public arguments representing different views about the teaching of reading: direct instruction, whole language, and critical literacy.
*Part III offers the authors’ own interpretations of the issues raised throughout the text and some suggestions for further reflection. A list of resources is provided.
This text is pertinent for all prospective and practicing teachers at any stage in their teaching careers. It can be used in any undergraduate or graduate course that addresses the teaching of reading.
About the Author: Richard Meyertaught young children for almost 20 years before returning to school at the University of Arizona to earn a doctorate in reading in the Department of Language, Reading, & Culture. His research interests include young children’s literacy development, teachers learning to teach reading, inquiry, critical literacy, and the political contexts in which teachers teach. He has taught young children in the inner city and rural areas, and prefers doing research with children, their teachers, and their families. Presently, he is a professor in the department of Language, Literacy & Sociocultural Studies, where he teaches courses in reading process, practice, and research. He also co-directs the High Desert Writing Project, part of the National Writing Project.Maryann Manningwas a classroom teacher in Nebraska before teaching at the University of Nebraska and then at the University of Alabama at Birmingham. She teaches graduate courses in reading and writing and is active in literacy professional development for elementary schools in the southeast. Maryann has authored or co-authored many books and articles in the area of reading and writing. For many years she has been the Teaching K-8 reading and writing editor. She is active in numerous literacy professional organizations including NCTE, CELT, and IRA, and she is currently a member of the IRA board of directors.
Título: Reading and Teaching
Editorial: Lawrence Erlbaum Assoc Inc
Año de publicación: 2007
Condición del libro: Brand New
Descripción Lawrence Erlbaum Associates, Incorporated, 2007. Estado de conservación: Used. BOOK CONDITION: Used books will have varying degrees of wear, highlighting, and notations. Access codes & supplemental materials may not be included. Inventory is subject to prior sale. SHIPPING: Only Standard shipping to PO Boxes. We are not able to ship to APO/FPOs or Internationally. Orders are shipped from Illinois. Nº de ref. de la librería 5223407U2
Descripción Estado de conservación: New. Depending on your location, this item may ship from the US or UK. Nº de ref. de la librería 97808058542990000000
Descripción Routledge, 2008. Paperback. Estado de conservación: NEW. 9780805854299 This listing is a new book, a title currently in-print which we order directly and immediately from the publisher. Nº de ref. de la librería HTANDREE0197553
Descripción Lawrence Erlbaum Assoc Inc, 2007. Paperback. Estado de conservación: Brand New. 1st edition. 195 pages. 8.75x6.00x0.50 inches. In Stock. Nº de ref. de la librería __0805854290
Descripción Estado de conservación: Good. Reading and Teaching (Reflective Teaching and the Social Conditions of Schooling Series). Nº de ref. de la librería Grb1050193
Descripción Routledge, 2007. Paperback. Estado de conservación: New. Nº de ref. de la librería DADAX0805854290
Descripción Routledge, 2007. Paperback. Estado de conservación: Used: Good. Nº de ref. de la librería 15025643
Descripción Routledge, 2007. Paperback. Estado de conservación: Used: Good. Nº de ref. de la librería SONG0805854290
Descripción Routledge, 2007. Paperback. Estado de conservación: Very Good. Great condition with minimal wear, aging, or shelf wear. Nº de ref. de la librería P020805854290
Descripción Routledge, 2007. Paperback. Estado de conservación: New. Never used!. Nº de ref. de la librería P110805854290