Handbook of Research on Teaching the English Language Arts, 4th Edition

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Sonst. Personen	Lapp, Diane (Hrsg.); Fisher, Douglas (Hrsg.)
Titel	Handbook of Research on Teaching the English Language Arts, 4th Edition
Quelle	(2017), (487 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1381-2226-0
Schlagwörter	English; Language Arts; Educational Research; English Instruction; Literacy; Race; Reading Comprehension; Speech; Listening; Vocabulary; Academic Language; Spelling; Phonics; Writing (Composition); Student Evaluation; Student Diversity; Computer Uses in Education; English Teachers; Self Efficacy; Middle Schools; High Schools; Learner Engagement; Student Motivation; Media Literacy + Suchen Sie Ihr Suchwort? English language; Englisch; Sprachkultur; Bildungsforschung; Pädagogische Forschung; English langauage lessons; Englischunterricht; Alphabetisierung; Schreib- und Lesefähigkeit; Rasse; Abstammung; Leseverstehen; Speaking; Sprechen; Hörvorgang; Zuhören; Wortschatz; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Schreibweise; Schreibübung; Schulnote; Studentische Bewertung; Computernutzung; English language lessons; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Self-efficacy; Selbstwirksamkeit; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; Schulische Motivation; Media skills; Medie competence; Medienkompetenz
Abstract	Now in its fourth edition, the "Handbook of Research on Teaching the English Language Arts" -- sponsored by the International Literacy Association and the National Council of Teachers of English -- remains at the forefront in bringing together prominent scholars, researchers, and professional leaders to offer an integrated perspective on teaching the English language arts and a comprehensive overview of research in the field. Reflecting important developments since the publication of the third edition in 2010, this new edition is streamlined and completely restructured around "big ideas" in the field related to theoretical and research foundations, learners in context, and new literacies. A Companion Website extends and enhances the Handbook with a wealth of additional resources. The "Handbook of Research on Teaching the English Language Arts, Fourth Edition": (1) Addresses all of the language arts within a holistic perspective (speaking/listening, language, writing, reading); (2) Is well grounded and balanced in theory and research while promoting validated practice; (3) Features authors who are known for their expertise and who represent diversity in culture, years in the profession, and geographic location; (4) Gives attention to special populations and instructional contexts; (5) Includes new media literacies; and (6) Has the authority of a research handbook while remaining practical for students in masters and doctoral classes. This book contains the following chapters: (1) Significant Literacy Research Informing English Language Arts Instruction (Richard Beach and David O'Brien); (2) Re-Positioning Race in English Language Arts Research (Arlette Ingram Willis); (3) Literacy Engagement and Motivation: Rationale, Research, Teaching and Assessment (John T. Guthrie and Allan Wigfield); (4) Reading Comprehension, Critical Understanding: Research-Based Practice (Maureen McLaughlin and Glenn DeVoogd); (5) Toward a New Appreciation of Speaking and Listening (Cheryl McLean, Mastin Prinsloo, Jennifer Rowsell, and Scott Bulfin); (6) Vocabulary Instruction:Research and Practice (Susan Watts-Taffe, Peter Fisher, and Camille Blachowicz); (7) Academic Vocabulary Instruction: Building Knowledge about the World and How Words Work (J. Kenneth Logan and Michael J. Kieffer); (8) Cultivating Students' Inner Language of Comprehending Through Classroom Conversation (Jeffrey Zwiers); (9) Word Study, Research to Practice: Spelling, Phonics, Meaning (Shane Templeton and Donald Bear); (10) Writing: Research and Practice (Steven Graham); (11) The Promise and Challenge of Language Arts Assessment in 21st Century Classrooms (Peter Afflerbach and Jennifer Turner); (12) Disciplinary Literacy (Cynthia Shanahan and Timothy Shanahan); (13) Diverse Learners in Linguistically Complex Classroom Research, Policy and Practice (Arnetha Ball and Robert Jimenez); (14) Repositioning Online Reading To A Central Location In The Language Arts (Lisa Kervin, Jessica Mantei, and Donald J. Leu); (15) Language Arts Learning in Multimodal and Multilingual Contexts (Angie Zapata, Tasha Tropp Laman, and Amy Seely Flint); (16) It is About Time for Comprehensive Language Arts Instruction (We've Tried Everything Else!) (Patricia Cunningham and James Cunningham); (17) Language Arts Instruction in Middle and High School Classrooms (Allison Skerrett and Amber Warrington); and (18) I Know I Can!: Teacher Self-efficacy in the English Language Arts Classroom (Megan Tschannen-Moran, Denise Johnson, and Bronwyn MacFarlane). (ERIC).
Anmerkungen	Routledge, Taylor & Francis Group. 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; e-mail: cserve@routledge-ny.com; Web site: http://www.routledge.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01