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Many agree that engaging in research is what makes a teacher's
professional development sustainable, and Researching and Teaching
Reading studies the ways in which research and teaching are
entwined both within and beyond the classroom. Gabrielle Cliff
Hodges encourages readers to deepen their understanding of reading
through high-quality teaching and research activities designed to
engage young learners and generate rich research data, in the
expectation that teachers will wish to adapt or develop them
further within their own contexts. The author explores how
teachers' research and critical reading can further develop their
understanding of their students' reading practices and argues that
innovative approaches to teaching integrated with research enable
English teachers to re-construct ideas and change how reading is
taught. Key issues considered in this book include: Studying
reading in terms of extending young people's ability to interpret
and enjoy texts; The idea of reading as a social practice; The
concept of culture in relation to reading; Why historical and
spatial theoretical perspectives matter when researching and
teaching reading. This book is a valuable resource for any student
teachers or practising English teachers wishing to learn more about
the connection between researching and teaching reading, how to
combine them in the classroom and the positive effect bringing the
two together can have on their own professional development.
Many agree that engaging in research is what makes a teacher's
professional development sustainable, and Researching and Teaching
Reading studies the ways in which research and teaching are
entwined both within and beyond the classroom. Gabrielle Cliff
Hodges encourages readers to deepen their understanding of reading
through high-quality teaching and research activities designed to
engage young learners and generate rich research data, in the
expectation that teachers will wish to adapt or develop them
further within their own contexts. The author explores how
teachers' research and critical reading can further develop their
understanding of their students' reading practices and argues that
innovative approaches to teaching integrated with research enable
English teachers to re-construct ideas and change how reading is
taught. Key issues considered in this book include: Studying
reading in terms of extending young people's ability to interpret
and enjoy texts; The idea of reading as a social practice; The
concept of culture in relation to reading; Why historical and
spatial theoretical perspectives matter when researching and
teaching reading. This book is a valuable resource for any student
teachers or practising English teachers wishing to learn more about
the connection between researching and teaching reading, how to
combine them in the classroom and the positive effect bringing the
two together can have on their own professional development.
The value of small-scale qualitative research projects into young
people's reading is often underestimated. Yet these finely tuned
studies, with a precise focus and highly specialised approach, can
provide us with profound insights into the richness and variety of
young people's reading practices. Bringing together contributors
from six continents, this fascinating volume explores researchers'
experiences of investigating the reading habits, preferences and
practices of young people aged 12-21. Detailing a variety of
empirical methodologies and research methods, its chapters also
consider reading in an array of contexts, in various languages and
using diverse media. Key issues addressed in the book include: the
complexity of sociocultural similarities and differences in young
people's reading in international contexts multilingual, bilingual
and monolingual readers' experiences of reading how young readers
use a range of different print and digital media how our
understanding of the range of texts available to young readers and
the different contexts of and purposes for reading can be enhanced
through small-scale qualitative research. Providing in-depth
discussion of contributors' research and findings, and touching on
many different contexts, text types and media, this volume will
support and inspire current and future researchers, lecturers and
teachers interested in young people's reading.
The value of small-scale qualitative research projects into young
people's reading is often underestimated. Yet these finely tuned
studies, with a precise focus and highly specialised approach, can
provide us with profound insights into the richness and variety of
young people's reading practices. Bringing together contributors
from six continents, this fascinating volume explores researchers'
experiences of investigating the reading habits, preferences and
practices of young people aged 12-21. Detailing a variety of
empirical methodologies and research methods, its chapters also
consider reading in an array of contexts, in various languages and
using diverse media. Key issues addressed in the book include: the
complexity of sociocultural similarities and differences in young
people's reading in international contexts multilingual, bilingual
and monolingual readers' experiences of reading how young readers
use a range of different print and digital media how our
understanding of the range of texts available to young readers and
the different contexts of and purposes for reading can be enhanced
through small-scale qualitative research. Providing in-depth
discussion of contributors' research and findings, and touching on
many different contexts, text types and media, this volume will
support and inspire current and future researchers, lecturers and
teachers interested in young people's reading.
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