Principled Practices for Adolescent Literacy : A Framework for Instruction and Policy.

By: Sturtevant, Elizabeth GContributor(s): Boyd, Fenice B | Brozo, William G | Hinchman, Kathleen A | Moore, David W | Alvermann, Donna EMaterial type: TextTextSeries: eBooks on DemandPublisher: Mahwah : Taylor and Francis, 2014Copyright date: ©2006Description: 1 online resource (215 pages)Content type: text Media type: computer Carrier type: online resourceISBN: 9781429462792Subject(s): High school teaching -- United States | Middle school teaching -- United States | Reading (Middle school) -- United States | Reading (Secondary) -- United StatesGenre/Form: Electronic books.Additional physical formats: Print version:: Principled Practices for Adolescent Literacy : A Framework for Instruction and PolicyDDC classification: 428.4071 LOC classification: LB1632 -- .P75 2006Online resources: Click here to view this ebook.
Contents:
Front cover -- Contents -- Foreword -- Preface -- Acknowledgments -- List of Figures -- Chapter 1. Why Principled Practices? -- Chapter 2. Research on Youth's Literacy Development: An Overview -- Chapter 3. Principle 1: Adolescents Need Opportunities to Participate in Active Learning Environments That Offer Clear and Facilitative Literacy Instruction -- Chapter 4. Principle 2: Adolescents Need Opportunities to Participate in Respectful Environments Characterized by High Expectations, Trust, and Care -- Chapter 5. Principle 3: Adolescents Need Opportunities to Engage With Print and Nonprint Texts for a Variety of Purposes -- Chapter 6. Principle 4: Adolescents Need Opportunities to Generate and Express Rich Understandings of Ideas and Concepts -- Chapter 7. Principle 5: Adolescents Need Opportunities to Demonstrate Enthusiasm for Reading and Learning -- Chapter 8. Principle 6: Adolescents Need Opportunities to Assess Their Own Literacy and Learning Competencies and Direct Their Future Growth -- Chapter 9. Principle 7: Adolescents Need Opportunites to Connect Reading With Their Life and Their Learning Inside and Outside of School -- Chapter 10. Principle 8: Adolescents Need Opportunities to Develop Critical Perspectives Toward What They Read, View, and Hear -- Chapter 11. Supporting Principles Practices -- References -- APPENDIX: Additional Resources -- Author Biographies -- Author Index -- Subject Index.
Summary: This book presents an evidence-based framework for understanding the literacy needs of adolescents. The premise is that educators and other critical stakeholders need to understand evidence-based principles in order to develop effective curriculum to meet the needs of diverse learners. Recommendations are provided for middle and secondary education, professional development, teacher education research and policy. At the center of the book are Eight Guiding Principles developed by the authors through a process that included an extensive review of research and policy literature in literacy and related fields, a comparison of National Standards documents, and visits to the classrooms of 28 middle and high school teachers across the United States. The Principles are broad enough to encompass a variety of contexts and student needs, yet specific enough to offer real support to those involved in program development or policy decisions. They provide an overarching structure that districts and teachers can use to develop site-specific curriculum that is both research-based and designed to meet the needs of the learners for whom they are responsible.
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Front cover -- Contents -- Foreword -- Preface -- Acknowledgments -- List of Figures -- Chapter 1. Why Principled Practices? -- Chapter 2. Research on Youth's Literacy Development: An Overview -- Chapter 3. Principle 1: Adolescents Need Opportunities to Participate in Active Learning Environments That Offer Clear and Facilitative Literacy Instruction -- Chapter 4. Principle 2: Adolescents Need Opportunities to Participate in Respectful Environments Characterized by High Expectations, Trust, and Care -- Chapter 5. Principle 3: Adolescents Need Opportunities to Engage With Print and Nonprint Texts for a Variety of Purposes -- Chapter 6. Principle 4: Adolescents Need Opportunities to Generate and Express Rich Understandings of Ideas and Concepts -- Chapter 7. Principle 5: Adolescents Need Opportunities to Demonstrate Enthusiasm for Reading and Learning -- Chapter 8. Principle 6: Adolescents Need Opportunities to Assess Their Own Literacy and Learning Competencies and Direct Their Future Growth -- Chapter 9. Principle 7: Adolescents Need Opportunites to Connect Reading With Their Life and Their Learning Inside and Outside of School -- Chapter 10. Principle 8: Adolescents Need Opportunities to Develop Critical Perspectives Toward What They Read, View, and Hear -- Chapter 11. Supporting Principles Practices -- References -- APPENDIX: Additional Resources -- Author Biographies -- Author Index -- Subject Index.

This book presents an evidence-based framework for understanding the literacy needs of adolescents. The premise is that educators and other critical stakeholders need to understand evidence-based principles in order to develop effective curriculum to meet the needs of diverse learners. Recommendations are provided for middle and secondary education, professional development, teacher education research and policy. At the center of the book are Eight Guiding Principles developed by the authors through a process that included an extensive review of research and policy literature in literacy and related fields, a comparison of National Standards documents, and visits to the classrooms of 28 middle and high school teachers across the United States. The Principles are broad enough to encompass a variety of contexts and student needs, yet specific enough to offer real support to those involved in program development or policy decisions. They provide an overarching structure that districts and teachers can use to develop site-specific curriculum that is both research-based and designed to meet the needs of the learners for whom they are responsible.

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CHOICE Review

This is an essential read for anyone interested in improving literacy at the middle and high school levels. Its publication coincides with a new federal initiative, Striving Readers , that will award $30 million dollars in 2006-2007 to improve reading and writing skills for this age group. The authors, originally members of the Commission on Adolescent Literacy established by the International Reading Association in 1997, reviewed the research on developing effective instructional practices to meet the needs of diverse adolescent learners. They then involved 8 other prominent adolescent educators in a nationwide search for sites where excellent instruction was taking place. They observed 28 of these and synthesized their findings by identifying 8 guiding principles that underlie effective practice. Each chapter identifies a principle, establishes its research base, and cites the national standards that support it. A case example of the principle in action is given, concluding with a discussion of its significance and a set of questions for further reflection. This format makes the book an excellent choice for any undergraduate or graduate course that deals with adolescent literacy. An invaluable tool for teachers, administrators, and policy makers, because it is based on both empirical research and observations of what really works. ^BSumming Up: Highly Recommended. Lower-division undergraduates through practitioners. I. Rosenthal The College of St. Rose

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