Reading the Past to Inform the Future: 25 Years of "The Reading Teacher"

Autor/inn/en	Mohr, Kathleen A. J.; Ding, Guoqin; Strong, Ashley; Branum, Lezlie; Watson, Nanette; Priestley, K. Lea; Juth, Stephanie; Carpenter, Neil; Lundstrom, Kacy
Titel	Reading the Past to Inform the Future: 25 Years of "The Reading Teacher"
Quelle	In: Reading Teacher, 71 (2017) 3, S.251-264 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.1636
Schlagwörter	Reading Teachers; Periodicals; Educational History; Content Analysis; Educational Trends; Reading Instruction; Literacy Education; Coding; Journal Articles; Incidence; Intellectual Disciplines; Authors; Citation Analysis; Prediction; Trend Analysis + Suchen Sie Ihr Suchwort? Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; History of education; Bildungsgeschichte; Inhaltsanalyse; Bildungsentwicklung; Leseunterricht; Codierung; Programmierung; Journal article; Zeitschriftenaufsatz; Vorkommen; Geisteswissenschaften; Author; Autor; Autorin; Citation; Citations; Zitatenanalyse; Zitat; Vorhersage; Trendanalyse
Abstract	This analysis examines articles from the past 25 years of "The Reading Teacher" to better understand the journal's content and trends influencing literacy instruction. A research team coded and analyzed the frequency of topics and grade levels targeted, then compared results with those of a similar analysis published in 1992. The Web of Science provided current information about trends in authorship and the popularity of highly cited and frequently accessed articles. This report shares various metrics, insights, and interpretations that help profile the impact of "The Reading Teacher" and make predictions about the future of reading instruction. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01