Handbook of Research on Teaching the English Language Arts. Third Edition

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Sonst. Personen	Lapp, Diane (Hrsg.); Fisher, Douglas (Hrsg.)
Titel	Handbook of Research on Teaching the English Language Arts. Third Edition
Quelle	(2010), (448 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4158-7735-0
Schlagwörter	Guides; English; Language Arts; Educational History; Teaching Methods; Computer Software; Instructional Materials; Web Sites; English (Second Language); Second Language Learning; Student Diversity; Literacy; Faculty Development; Transformative Learning; Bilingualism; Cultural Differences; English Teachers; Elementary School Students; Middle School Students; High School Students; Adult Literacy; Family Literacy; Literacy Education; Global Approach; Cognitive Processes; Reading Motivation; Educational Change; Web 2.0 Technologies; Information Technology; Self Efficacy; Drama; Phonemic Awareness; Teacher Effectiveness; Reading Fluency; English Language Learners; Ethnography; Discourse Analysis + Suchen Sie Ihr Suchwort? Handbuch; Leitfaden; English language; Englisch; Sprachkultur; History of education; Bildungsgeschichte; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Web-Design; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Alphabetisierung; Schreib- und Lesefähigkeit; Pädagogische Transformation; Bilingualismus; Kultureller Unterschied; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Globales Denken; Cognitive process; Kognitiver Prozess; Lesemotivation; Bildungsreform; Informationstechnologie; Self-efficacy; Selbstwirksamkeit; Schauspiel; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Ethnografie; Diskursanalyse
Abstract	Now in its third edition, the "Handbook of Research on Teaching the English Language Arts"--sponsored by the International Reading Association and the National Council of Teachers of English--offers an integrated perspective on the teaching of the English language arts and a comprehensive overview of research in the field. Prominent scholars, researchers, and professional leaders: (1) provide historical and theoretical perspectives about teaching the language arts; (2) focus on bodies of research that influence decision making within the teaching of the language arts; (3) explore the environments for language arts teaching; and (4) reflect on methods and materials for instruction. Reflecting important recent developments in the field, the Third Edition is restructured, updated, and includes many new contributors. More emphasis is given in this edition to the learner, multiple texts, learning, and sharing one's knowledge. A Companion Website, new for this edition, provides PowerPoint® slides highlighting the main points of each chapter. This book contains the following chapters: (1) Who Is Learning Language(s) in Today's Schools? (Verónica E. Valdez, Rebecca M. Callahan); (2) As Learners Acquire Language (Courtney B. Cazden); (3) When Learners Speak Two or More Languages (Kathy Escamilla, Susan Hopewell); (4) Research on Diverse Students in Culturally and Linguistically Complex Language Arts Classrooms (Arnetha F. Ball, Allison Skerrett, Ramón Antonio Martínez); (5) Crossing Borders with Language: Teachers and the Transformative Potential of Professional Development Opportunities); (6) Early Literacy Development: Merging Perspectives That Influence Practice (Lesley Mandel Morrow, Susan Dougherty); (7) The Development of Literacy in the Elementary School (Dorothy Strickland, Dianna Townsend); (8) Language Arts Learning in the Middle Grades (Joyce E. Many, Mary Ariail, Dana L. Fox); (9) The Context of English Language Arts Learning: The High School Years (Thomas W. Bean, Helen Harper); (10) Context Specific Literacy Instruction (Ernest Morrell); (11) Adult Literacy: A Review from Two Perspectives (Bill Muth, Kristen H. Perry); (12) Variation in Language and the Use of Language Across Contexts: Implications for Literacy Teaching (and Learning); (13) Family Literacy on the Defensive: The Defunding of Even Start--Omen or Opportunity? (Jeanne R. Paratore and David B. Yaden, Jr.); (14) Out-of-School Literacy Contexts (Lalitha Vasudevan, Kelly Wissman); (15) Literacy Education in the Context of Globalisation (Allan Luke, Radha Iyer, Catherine Doherty); (16) Integrating the Elementary Language Arts: An Historical Perspective (E. Jennifer Monaghan, Douglas K. Hartman); (17) The Consideration of Costs in Improving Literacy (Henry M. Levin); (18) Alignment of Cognitive Processes in Reading with Motivations for Reading (John T. Guthrie, Ana Taboada, and Allan Wigfield); (19) Sociocultural Theory: Expanding the Aims and Practices of Language Arts Education (Patricia Enciso, Caitlin Ryan); (20) English Language Learners: Language and Relationships (Robert T. Jiménez, Brian C. Rose, Mikel W. Cole, Tanya R. Flushman); (21) Literary Theories and Teaching of English Language Arts (Richard Beach, Thomas Swiss); (22) Education Policy and the Language Arts (Timothy Shanahan); (23) Transforming English Language Arts in a Web 2.0 World (Richard Beach, Glynda Hull, and David O'Brien); (24) Literacy and ICT in the Early Years (Rachael Levy, Jackie Marsh); (25) The Material and the Situated: What Multimodality and New Literacy Studies Do for Literacy Research (Jennifer Rowsell, Kate Pahl); (26) Media Literacy (Stacie L. Tate); (27) Critical Literacy, Critical Engagement, and Digital Technology: Convergence and Embodiment in Glocal Spheres); (28) Making Visual Analysis Critical (Peggy Albers, Vivian Vasquez, Jerome C. Harste); (29) Webs of Significance: Semiotic Perspectives on Text (Marjorie Siegel, Deborah Wells Rowe); (30) Tracing Instructional Tensions in the Teaching of the English Language Arts: A Primer (George G. Hruby, Sylvia Read, Melanie Landon-Hays); (31) I Know I Can!: Teacher Self-Efficacy in the English Language Arts Classroom (Megan Tschannen-Moran, Bronwyn MacFarlane); (32) Teaching for Transformation: Drama and Language Arts Education (Brian Edmiston); (33) Teaching Phonemic Awareness and Phonics in the Language Arts Classroom: A Developmental Approach (Linnea C. Ehri); (34) The Art and Science of Teaching Reading Fluency (Timothy Rasinski); (35) Teaching Spelling in the English/Language Arts Classroom (Shane Templeton); (36) Vocabulary Instruction: Three Contemporary Issues (Peter J. Fisher, Camille L. Z. Blachowicz, Susan Watts-Taffe); (37) Comprehension: The Cooperation of Many Forces (Douglas Fisher, Diane Lapp, Nancy Frey); (38) Students' Literary Responses (Nancy Roser, Miriam Martínez, Karen Wood); (39) K-12 Students as Writers: Research and Practice (Jane Hansen, Brian Kissel); (40) Critical Literacy as Comprehension: Understanding at Deeper Levels (Maureen McLaughlin and Glenn DeVoogd); (41) Passive Dupes, Code Breakers, or Savvy Users: Theorizing Media Literacy Education in English Language Arts); (42) The Relevance of Rhetoric (Nancy Nelson); (43) Grammar and Literacy Learning (Meg Gebhard, J. R. Martin); (44) Diversity and English Language Arts Assessment (Peter Afflerbach and Summer Clark); (45) Assessment Frameworks for Teaching and Learning English Language Arts in a Digital Age (Julie Coiro, Jill Castek); (46) Authentic Professional Development and Assessment for Language Arts Teachers Capacity for Change (Patricia Ruggiano Schmidt, Sunita Singh); (47) Assessing Every Child: Using Purposeful Language Arts Assessments in Diverse Classrooms (Jennifer D. Turner, Chrystine C. Hoeltzel); (48) Issues in the Assessment of Culturally and Linguistically Diverse Students with Special Needs (Janette K. Klingner, KaiLonnie Dunsmore, and Patricia Edwards); (49) Assessing the English Language Learner (ELL) (Lee Gunderson, Dennis Murphy Odo, and Reginald D'Silva); (50) Complexity, Multiplicity, Timeliness, and Substantive Engagement: Methodologies for Researching the Teaching of the English Language Arts); (51) Research as Praxis: Documenting the Dialectical Relationship Between Theory and Practice (Steven Z. Athanases); (52) Policy and Research in the English Language Arts: Massive, Inclusive, and Artful Design Choices (Peter Freebody); (53) Ethnographic Research in Teaching and Learning the English Language Arts: Studying the Cultural Contexts of Teaching and Learning the English Language Arts); (54) Analyzing Text and Talk Through Critical Discourse Analysis (Stephanie Power-Carter); (55) Emic Perspectives of Research (Thandeka Chapman, Valerie Kinloch); (56) Research Designs for Empirical Research (Robert C. Calfee, Marilyn J. Chambliss); (57) Child Development Studies Over Time (Stuart McNaughton); (58) Theory and Method in Research on Literacy Practices: Adaptations and Alignment in Research and Praxis (Peter Smagorinsky); (59) English in the Era of Globalisation: Implications for Research Methodologies for English Language Arts (Anthony J. Liddicoat); (60) Syncretic Approaches to Studying Movement and Hybridity in Literacy Practices (Kris D. Gutiérrez, Andrea C. Bien, Makenzie K. Selland); and (61) Critical Approaches to Research in English Language Arts (Arlette Willis). [For the second edition, see ED471068.] (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