A Geography Teacher's Approach to Literacy Integration

Autor/inn/en	Savitz, Rachelle S.; Vega Quesada, Hazel; Gazioglu, Mihaela; Hines-Farmer, Shauna
Titel	A Geography Teacher's Approach to Literacy Integration
Quelle	In: Clearing House: A Journal of Educational Strategies, Issues and Ideas, 96 (2023) 1, S.11-22 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Savitz, Rachelle S.) ORCID (Gazioglu, Mihaela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-8655
DOI	10.1080/00098655.2022.2156445
Schlagwörter	Geography Instruction; Literacy Education; Interdisciplinary Approach; Beginning Teachers; Instructional Materials; Inquiry; Student Projects; Grade 10; High School Teachers; Comprehension + Suchen Sie Ihr Suchwort? Geography education; Geography lessons; Geografieunterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Junior teacher; Junglehrer; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Schulprojekt; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Verstehen; Verständnis
Abstract	Emphasis on literacy within middle and high school classrooms is not new; however, there is a shortage of research exploring literacy across disciplines, especially in a geography classroom. Using a holistic case study, we investigated how one first-year geography teacher integrated multiple active literacy strategies within her instruction. Findings indicate that while our participant intended to engage students in participating and acting as geographers, she first needed to support students' comprehension with graphic organizers, inquiry, and projects. These findings may affirm other educators' attempts to incorporate literacy within their instruction. They also lead to implications and considerations for teacher education programs. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01