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This unique book tells the story of a select group of schools and
teachers who have managed to beat the odds in terms of improving
elementary students reading achievement. Originating with the CIERA
"School Change Project" directed by Barbara Taylor and David
Pearson, it was subsequently expanded to include the work of other
research teams doing similar work. It combines large scale studies
of effective schools and teachers (Part I) with case studies of
individual schools and teachers who have successfully transformed
research findings into situation-specific strategies appropriate to
their schools and classrooms (Parts II and III). The book's
distinct contribution is showing that no matter how consistent the
research findings on effective school and classroom practice,
groups of teachers must improvise their own situation-specific
programs and practices. In short, they must be able to create
variations on a common theme. Key features of this outstanding new
volume include:
*Integration of research and cases--One cannot fully understand
research-based general principles without knowing how they play
themselves out in specific settings. Similarly, one cannot fully
understand cases without seeing the commonalities across different
schools and classrooms sharing similar goals. This book provides
both perspectives.
*Diverse cases--The schools and classrooms depicted in this book
are urban, rural, and suburban; poor and middle class; and
English-only and bilingual. Rather than telling readers how to beat
the odds, it provides them with a wide variety of cases from which
they can extrapolate to build their own customized teaching
programs and practices.
*Summarizing section--The final section contains a summary of
research on effective schools and teachers and a concluding chapter
by Gerry Duffy and Jim Hoffman in which they reflect on the book's
content and possible directions for future research.
The book is targeted to both in-service elementary teachers and
literacy students in advanced college courses.
This unique book tells the story of a select group of schools and
teachers who have managed to beat the odds in terms of improving
elementary students reading achievement. Originating with the CIERA
"School Change Project" directed by Barbara Taylor and David
Pearson, it was subsequently expanded to include the work of other
research teams doing similar work. It combines large scale studies
of effective schools and teachers (Part I) with case studies of
individual schools and teachers who have successfully transformed
research findings into situation-specific strategies appropriate to
their schools and classrooms (Parts II and III). The book's
distinct contribution is showing that no matter how consistent the
research findings on effective school and classroom practice,
groups of teachers must improvise their own situation-specific
programs and practices. In short, they must be able to create
variations on a common theme. Key features of this outstanding new
volume include:
*Integration of research and cases--One cannot fully understand
research-based general principles without knowing how they play
themselves out in specific settings. Similarly, one cannot fully
understand cases without seeing the commonalities across different
schools and classrooms sharing similar goals. This book provides
both perspectives.
*Diverse cases--The schools and classrooms depicted in this book
are urban, rural, and suburban; poor and middle class; and
English-only and bilingual. Rather than telling readers how to beat
the odds, it provides them with a wide variety of cases from which
they can extrapolate to build their own customized teaching
programs and practices.
*Summarizing section--The final section contains a summary of
research on effective schools and teachers and a concluding chapter
by Gerry Duffy and Jim Hoffman in which they reflect on the book's
content and possible directions for future research.
The book is targeted to both in-service elementary teachers and
literacy students in advanced college courses.
This highly readable handbook synthesizes the best research on K-8
literacy instruction and distills key implications for classroom
practice. Noted contributors provide clear recommendations for
creating effective, motivating classroom environments; teaching
core components of literacy; integrating literacy with content-area
instruction; and building a schoolwide literacy program that helps
all students succeed. Helpful figures, tables, resource lists,
reflection questions, and concrete examples from real classrooms
make the book an ideal tool for teacher training and professional
development. Numerous reproducible worksheets and checklists can be
downloaded and printed in a convenient 8 1/2" x 11" size.
Featuring today's most respected leaders in the field of reading
interventions, this book examines what we have learned from the
research to help struggling readers in grades K - 6. Focusing on
strategies that have been proven effective, the authors will help
educators meet the demands placed on them to ensure that all
students are making good progress toward becoming competent
readers. Each chapter begins with a set of framing questions and
ends with suggestions for action to foster discussion and help
teachers translate research-based ideas into practice - perfect for
teacher education courses and professional development
workshops.This timely volume includes: an analysis of what is
needed to help all students succeed in reading, especially
struggling readers, students with special needs, and ELL students;
practices to foster young students' success in learning to decode;
instructional strategies to improve students' vocabulary and
comprehension; and, school-wide practices to improve all students'
reading in high-poverty, diverse schools.
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