Author: Arlene Fish Wilner
Publisher:
ISBN: 9780814141236
Category : Academic achievement
Languages : en
Pages :
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Book Description
"Argues for more--and more systematic--attention to the role of reading comprehension in college as a necessary step to address inequities in student achievement that otherwise increase over time"--
Author: Anne P. Sweet
Publisher: Guilford Press
ISBN: 9781572308923
Category : Language Arts & Disciplines
Languages : en
Pages : 244
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Book Description
This practical book grows out of a recent report written by the RAND Reading Study Group (RRSG), which proposed a national research agenda in the area of reading comprehension. Here, RRSG members have expanded on their findings and translated them into clear recommendations to inform practice. Teachers gain the latest knowledge about how students learn to comprehend texts and what can be done to improve the quality of instruction in this essential domain. From leading literacy scholars, the book explains research-based ways to: *Plan effective instruction for students at all grade levels *Meet the comprehension needs of English-language learners *Promote adolescents' comprehension of subject-area texts *Understand the complexities of comprehension assessment *Get optimal benefits from instructional technologies *And much more!
Author: Amy Baldwin
Publisher:
ISBN: 9781951693169
Category :
Languages : en
Pages :
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Book Description
Author: Elisa S. Abes
Publisher: Taylor & Francis
ISBN: 1000977676
Category : Education
Languages : en
Pages : 265
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Book Description
A major new contribution to college student development theory, this book brings "third wave" theories to bear on this vitally important topic. The first section includes a chapter that provides an overview of the evolution of student development theories as well as chapters describing the critical and poststructural theories most relevant to the next iteration of student development theory. These theories include critical race theory, queer theory, feminist theories, intersectionality, decolonizing/indigenous theories, and crip theories. These chapters also include a discussion of how each theory is relevant to the central questions of student development theory. The second section provides critical interpretations of the primary constructs associated with student development theory. These constructs and their related ideas include resilience, dissonance, socially constructed identities, authenticity, agency, context, development (consistency/coherence/stability), and knowledge (sources of truth and belief systems). Each chapter begins with brief personal narratives on a particular construct; the chapter authors then re-envision the narrative’s highlighted construct using one or more critical theories. The third section will focus on implications for practice. Specifically, these chapters will consider possibilities for how student development constructs re-envisioned through critical perspectives can be utilized in practice. The primary audience for the book is faculty members who teach in graduate programs in higher education and student affairs and their students. The book will also be useful to practitioners seeking guidance in working effectively with students across the convergence of multiple aspects of identity and development.
Author: Sullivan, Pamela M.
Publisher: IGI Global
ISBN: 1799802477
Category : Education
Languages : en
Pages : 636
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Book Description
The allure and marketplace power of digital technologies continues to hold sway over the field of education with billions spent annually on technology in the United States alone. Literacy instruction at all levels is influenced by these evolving and ever-changing tools. While this opens the door to innovations in literacy curricula, it also adds a pedagogical responsibility to operate within a well-developed conceptual framework to ensure instruction is complemented or augmented by technology and does not become secondary to it. The Handbook of Research on Integrating Digital Technology With Literacy Pedagogies is a comprehensive research publication that considers the integration of digital technologies in all levels of literacy instruction and prepares the reader for inevitable technological advancements and changes. Covering a wide range of topics such as augmented reality, literacy, and online games, this book is essential for educators, administrators, IT specialists, curriculum developers, instructional designers, teaching professionals, academicians, researchers, education stakeholders, and students.
Author: Vincent Tinto
Publisher: University of Chicago Press
ISBN: 0226804526
Category : Education
Languages : en
Pages : 240
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Book Description
Even as the number of students attending college has more than doubled in the past forty years, it is still the case that nearly half of all college students in the United States will not complete their degree within six years. It is clear that much remains to be done toward improving student success. For more than twenty years, Vincent Tinto’s pathbreaking book Leaving College has been recognized as the definitive resource on student retention in higher education. Now, with Completing College, Tinto offers administrators a coherent framework with which to develop and implement programs to promote completion. Deftly distilling an enormous amount of research, Tinto identifies the essential conditions enabling students to succeed and continue on within institutions. Especially during the early years, he shows that students thrive in settings that pair high expectations for success with structured academic, social, and financial support, provide frequent feedback and assessments of their performance, and promote their active involvement with other students and faculty. And while these conditions may be worked on and met at different institutional levels, Tinto points to the classroom as the center of student education and life, and therefore the primary target for institutional action. Improving retention rates continues to be among the most widely studied fields in higher education, and Completing College carefully synthesizes the latest research and, most importantly, translates it into practical steps that administrators can take to enhance student success.
Author: Linda Christensen
Publisher: Rethinking Schools
ISBN: 0942961250
Category : Education
Languages : en
Pages : 203
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Book Description
Give students the power of language by using the inspiring ideas in this very readable book.
Author: Mariana Souto-Manning
Publisher: Routledge
ISBN: 1317308646
Category : Education
Languages : en
Pages : 460
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Book Description
Rethinking Early Literacies honors the identities of young children as they read, write, speak, and play across various spaces, in and out of pre/school. Despite narrow curricular mandates and policies, the book highlights the language resources and tools that children cultivate from families, communities, and peers. The chapters feature children’s linguistic flexibility with multiple languages, creative appropriation of popular culture, participation in community literacy practices, and social negotiation in the context of play. Throughout the book, the authors critically reframe what it means to be literate in contemporary society, specifically discussing the role of educators in theorizing and rethinking language ideologies for practice. Issues influencing early childhood education in trans/national contexts are forefronted (e.g. racism, immigration rights, readiness) throughout the book, with a call to support and sustain communities of color.
Author: Vincent Tinto
Publisher: University of Chicago Press
ISBN: 0226922464
Category : Education
Languages : en
Pages : 314
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Book Description
In this 1994 classic work on student retention, Vincent Tinto synthesizes far-ranging research on student attrition and on actions institutions can and should take to reduce it. The key to effective retention, Tinto demonstrates, is in a strong commitment to quality education and the building of a strong sense of inclusive educational and social community on campus. He applies his theory of student departure to the experiences of minority, adult, and graduate students, and to the situation facing commuting institutions and two-year colleges. Especially critical to Tinto’s model is the central importance of the classroom experience and the role of multiple college communities.
Author: Linda Christensen
Publisher: Rethinking Schools
ISBN: 0942961439
Category : Education
Languages : en
Pages : 305
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Book Description
Teaching for Joy and Justice is the much-anticipated sequel to Linda Christensen's bestselling Reading, Writing, and Rising Up. Christensen is recognized as one of the country's finest teachers. Her latest book shows why. Through story upon story, Christensen demonstrates how she draws on students' lives and the world to teach poetry, essay, narrative, and critical literacy skills. Teaching for Joy and Justice reveals what happens when a teacher treats all students as intellectuals, instead of intellectually challenged. Part autobiography, part curriculum guide, part critique of today's numbing standardized mandates, this book sings with hope -- born of Christensen's more than 30 years as a classroom teacher, language arts specialist, and teacher educator. Practical, inspirational, passionate: this is a must-have book for every language arts teacher, whether veteran or novice. In fact, Teaching for Joy and Justice is a must-have book for anyone who wants concrete examples of what it really means to teach for social justice.
