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Showing 1 - 11 of 11 matches in All Departments
A comprehensive overview of important contemporary issues in the field of reading research from the mid 1980s to mid 1990s, this well-received volume offers readers an examination of literacy through a variety of lenses--some permitting microscopic views and others panoramic views. A veritable "who's who" of specialists in the field, chapter authors cover current methodology, as well as cumulative research-based knowledge. Because it deals with society and literacy, the first section provides the broadest possible view of literacy. The second section defines the range of activities culturally determined to be a part of the enterprise known as literacy. The third focuses on the processes that individuals engage in when they perform the act of reading. The fourth section visits the environment in which the knowledge that comprises literacy is passed on from one generation to the next. The last section, an epilogue to the whole enterprise of reading research, provides apt philosophical reflection.
In Volume III, as in Volumes I and II, the classic topics of
reading are included--from vocabulary and comprehension to reading
instruction in the classroom--and, in addition, each contributor
was asked to include a brief history that chronicles the legacies
within each of the volume's many topics. However, on the whole,
Volume III is not about tradition. Rather, it explores the verges
of reading research between the time Volume II was published in
1991 and the research conducted after this date. The editors
identified two broad themes as representing the myriad of verges
that have emerged since Volumes I and II were published: (1)
broadening the definition of reading, and (2) broadening the
reading research program. The particulars of these new themes and
topics are addressed.
In this volume, 10 reviews of significant reading research
methodologies are reprinted from the "Handbook of Reading Research,
Volume III." The editors have judged that these specific
methodologies have had great impact on reading research since the
publication of "Volume II" in 1991. This text is especially
well-suited for use in upper-level undergraduate and graduate-level
reading research methods courses.
Developed in response to the growing interest in examining
individual schools as they undergo change, this book features eight
case studies of urban elementary and high schools as they face
problems and attempt to find solutions in their quest to reform
themselves. The cases, with all their pitfalls and problems,
provide examples of the very bumpy road of change and of the
individual school cultures that sometimes support and often impede
reform. Told in the individual voices of various school leaders,
the narratives reflect the inevitable biases of people immersed in
their work. Their richness derives from the passion with which
these stories are told. Textured and complex, these chronicles
invite readers to think deeply about the many layers involved in
the process of changing schools.
Developed in response to the growing interest in examining individual schools as they undergo change, this book features eight case studies of urban elementary and high schools as they face problems and attempt to find solutions in their quest to reform themselves. The cases, with all their pitfalls and problems, provide examples of the very bumpy road of change and of the individual school cultures that sometimes support and often impede reform. Told in the individual voices of various school leaders, the narratives reflect the inevitable biases of people immersed in their work. Their richness derives from the passion with which these stories are told. Textured and complex, these chronicles invite readers to think deeply about the many layers involved in the process of changing schools. School Leadership in Times of Urban Reform is a powerful text for courses in educational leadership, school reform, and the politics of education. Engaging pedagogical features at the end of each case facilitate its use: Each case ends with an "Analysis of Leadership" section and "Extended Thinking" questions and activities. Sections 2-5 conclude with "Reflections" to help the reader uncover the major themes and issues. Section 1 is an introductory analysis of reform and school leadership; it provides a frame of reference for examining the case studies that follow. Sections 2-5 are organized around eight case studies (two per section) that address questions of how the leadership roles of school principals and teachers have been shaped by the reform initiative; how parents and local communities have contributed to school reform; and how the culture of the school, and teaching and learning, have been shaped by reform. The final section synthesizes and analyzes what the authors have learned through these cases concerning the leadership roles of principals, parents, community members, and teachers during the period of reform; how the cultures of sc
The influential first volume of the Handbook of Reading Research waspublished in 1984. This classic work, an essential resource for researchers, students, and professionals across the field of reading and literacy education, is now available once again in on-line and print-on-demand versions.
In this volume, 10 reviews of significant reading research methodologies are reprinted from the Handbook of Reading Research, Volume III. The editors have judged that these specific methodologies have had great impact on reading research since the publication of Volume II in 1991. This text is especially well-suited for use in upper-level undergraduate and graduate-level reading research methods courses.
The influential first volume of the "Handbook of Reading Research,
" published in 1984, was out of print for a number of years. This
classic work, newly reprinted and available once again, includes
comprehensive, authoritative, and effectively written chapters from
a variety of research perspectives. With the breadth to appeal to a
wide audience, yet the depth to speak authoritatively to various
subgroups within that audience, this volume is an essential
resource for researchers, students, and professionals across the
field of reading and literacy education.
In Volume III, as in Volumes I and II, the classic topics of reading are included--from vocabulary and comprehension to reading instruction in the classroom--and, in addition, each contributor was asked to include a brief history that chronicles the legacies within each of the volume's many topics. However, on the whole, Volume III is not about tradition. Rather, it explores the verges of reading research between the time Volume II was published in 1991 and the research conducted after this date. The editors identified two broad themes as representing the myriad of verges that have emerged since Volumes I and II were published: (1) broadening the definition of reading, and (2) broadening the reading research program. The particulars of these new themes and topics are addressed.
A comprehensive overview of important contemporary issues in the
field of reading research from the mid 1980s to mid 1990s, this
well-received volume offers readers an examination of literacy
through a variety of lenses--some permitting microscopic views and
others panoramic views. A veritable "who's who" of specialists in
the field, chapter authors cover current methodology, as well as
cumulative research-based knowledge.
As budgets tighten for school districts, a sound understanding of
just how teaching and administration translate into student
learning becomes increasingly important. Rebecca Barr, a researcher
of classroom instruction and reading skill development, and Robert
Dreeben, a sociologist of education who analyzes the structure of
organizations, combine their expertise to explore the social
organization of schools and classrooms, the division of labor, and
the allocation of key resources.
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