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The first comprehensive research handbook of its kind, this volume
showcases innovative approaches to understanding adolescent
literacy learning in a variety of settings. Distinguished
contributors examine how well adolescents are served by current
instructional practices and highlight ways to translate research
findings more effectively into sound teaching and policymaking. The
book emphasizes social and cultural factors in adolescents'
approach to communication and response to instruction, and sections
address literacy both in and out of schools, including literacy
expectations in the contemporary workplace. Detailed attention is
given to issues of diversity and individual differences among
learners. Winner--Literacy Research Association's Edward B. Fry
Book Award
The first comprehensive research handbook of its kind, this volume
showcases innovative approaches to understanding adolescent
literacy learning in a variety of settings. Distinguished
contributors examine how well adolescents are served by current
instructional practices and highlight ways to translate research
findings more effectively into sound teaching and policymaking. The
book explores social and cultural factors in adolescents' approach
to communication and response to instruction, and sections address
literacy both in and out of schools, including literacy
expectations in the contemporary workplace. Detailed attention is
given to issues of diversity and individual differences among
learners. Winner--Literacy Research Association's Fry Book Award!
Leila Christenbury is well known as a writer and researcher in
English Education: her classic book ""Making the Journey"", now in
its third edition, has been a guide to countless middle and high
school language arts teachers. In her new book, this veteran
teacher and teacher educator reveals what did and - more
surprisingly - did not happen when she returned to the high school
classroom after a hiatus of many years. Exploring her experiences
in light of current teacher preparation reform efforts, the
author's compelling narrative is a continuation of her earlier work
that will resonate with those concerned about the state of today's
American secondary education.In addition to personal reflections on
her practice, Christenbury also: provides specific recommendations
for enhancing the English classroom; explores the state of the
American comprehensive high school and the fiction of excellence;
examines the role of school in relation to the suburban middle
class; addresses a number of problem areas: the timing of high
stakes tests, policies regarding academic regulations, the
uncritical adoption of a college ""model,"" the widening use of
dual enrollment courses, and more.
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