Knowledge to Support the Teaching of Reading
Preparing Teachers for a Changing World
(Sprache: Englisch)
Preparing the Next Generation of Teachers
Basic reading proficiency is key to success in all content areas, but attending tostudents literacy development remains a challenge for many teachers, especially after the primary grades.
Basic reading proficiency is key to success in all content areas, but attending tostudents literacy development remains a challenge for many teachers, especially after the primary grades.
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Produktinformationen zu „Knowledge to Support the Teaching of Reading “
Preparing the Next Generation of Teachers
Basic reading proficiency is key to success in all content areas, but attending tostudents literacy development remains a challenge for many teachers, especially after the primary grades.
Basic reading proficiency is key to success in all content areas, but attending tostudents literacy development remains a challenge for many teachers, especially after the primary grades.
Klappentext zu „Knowledge to Support the Teaching of Reading “
Preparing the Next Generation of TeachersBasic reading proficiency is key to success in all content areas, but attending tostudents' literacy development remains a challenge for many teachers, especially after the primary grades. Knowledge to Support the Teaching of Reading presents recommendations for the essential knowledge about the development, acquisition, andteaching of language and literacy skills that teachers need to master and use. This important book is one result of an initiative of the National Academy of Education's Committee on Teacher Education, whose members have been charged with the task of creating a core knowledge base for teacher education.
"This volume builds on the National Research Council Report How PeopleLearn and what we know about effective teacher education practices to address the important issue of preparing all K-12 teachers to teach reading."
-John Bransford, University of Washington,co-chair of the Committee on Teacher Education
"This book should be read by teachers, teacher educators, andpolicy makers who are interested in ensuring that all teachers have theknowledge and skills necessary to teach all students to read."
-Linda Darling-Hammond, Stanford University,co-chair of the Committee on Teacher Education
"Knowledge to Support the Teaching of Reading could serve as aguide to those designing teacher education courses and programs and tothose interested in hiring knowledgeable new teachers."
-George Hillocks, University of Chicago
"The authors know the literature very well . . . indeed,it is an excellent job of taking the research data and using them ina way that teachers can take advantage of."
-Walter Kintsch, University of Colorado, Boulder
Preparing the Next Generation of Teachers
Basic reading proficiency is key to success in all content areas, but attending tostudents' literacy development remains a challenge for many teachers, especially after the primary grades. Knowledge to Support the Teaching of Reading presents recommendations for the essential knowledge about the development, acquisition, andteaching of language and literacy skills that teachers need to master and use. This important book is one result of an initiative of the National Academy of Education's Committee on Teacher Education, whose members have been charged with the task of creating a core knowledge base for teacher education.
"This volume builds on the National Research Council Report How PeopleLearn and what we know about effective teacher education practices to address the important issue of preparing all K-12 teachers to teach reading." - John Bransford, University of Washington,co-chair of the Committee on Teacher Education
"This book should be read by teachers, teacher educators, andpolicy makers who are interested in ensuring that all teachers have theknowledge and skills necessary to teach all students to read." - Linda Darling-Hammond, Stanford University,co-chair of the Committee on Teacher Education
"Knowledge to Support the Teaching of Reading could serve as aguide to those designing teacher education courses and programs and tothose interested in hiring knowledgeable new teachers." - George Hillocks, University of Chicago
"The authors know the literature very well . . . indeed,it is an excellent job of taking the research data and using them ina way that teachers can take advantage of." - Walter Kintsch, University of Colorado, Boulder.
Basic reading proficiency is key to success in all content areas, but attending tostudents' literacy development remains a challenge for many teachers, especially after the primary grades. Knowledge to Support the Teaching of Reading presents recommendations for the essential knowledge about the development, acquisition, andteaching of language and literacy skills that teachers need to master and use. This important book is one result of an initiative of the National Academy of Education's Committee on Teacher Education, whose members have been charged with the task of creating a core knowledge base for teacher education.
"This volume builds on the National Research Council Report How PeopleLearn and what we know about effective teacher education practices to address the important issue of preparing all K-12 teachers to teach reading." - John Bransford, University of Washington,co-chair of the Committee on Teacher Education
"This book should be read by teachers, teacher educators, andpolicy makers who are interested in ensuring that all teachers have theknowledge and skills necessary to teach all students to read." - Linda Darling-Hammond, Stanford University,co-chair of the Committee on Teacher Education
"Knowledge to Support the Teaching of Reading could serve as aguide to those designing teacher education courses and programs and tothose interested in hiring knowledgeable new teachers." - George Hillocks, University of Chicago
"The authors know the literature very well . . . indeed,it is an excellent job of taking the research data and using them ina way that teachers can take advantage of." - Walter Kintsch, University of Colorado, Boulder.
Inhaltsverzeichnis zu „Knowledge to Support the Teaching of Reading “
Chapter 1: Yet Another Report About Teacher EducationChapter 2: Students Change: What Are Teachers to Learn About Reading Development?
Chapter 3: Students Vary: How Can Teachers Address All Their Needs?
Chapter 4: Students Encounter Difficulties: When Teachers Need Specialized Knowledge
Chapter 5: Learning to Use Assessments Wisely
Chapter 6: A Model of Professional Growth in Reading Education
Appendix
Autoren-Porträt
COMMITTEE CHAIR:Catherine E. Snow
Harvard University
Catherine E. Snow, Henry Lee Shattuck Professor at the Harvard Graduate School of Education, carries out research on first- and second-language acquisition and literacy development in monolingual and bilingual children. She chaired the committee that produced the National Research Council Report Preventing Reading Difficulties in Young Children and the study group that produced Reading for Understanding: Toward an R&D Program in Reading Comprehension. She is a former president of the American Educational Research Association and a member of the National Academy of Education. Her research focuses on the social-interactive origins of language and literacy skills, the ways in which oral-language skills relate to literacy learning, the literacy development of English-language learners, and implications of research on language and literacy development for teacher preparation.
COMMITTEE MEMBERS:
M. Susan Burns
George Mason University
M. Susan Burns, Ph.D., is co-coordinator of the Early Childhood Education Program in the College of Education and Human Development at George Mason University. She has been active in national education policy on young children's early language and literacy development and the preparation of teachers for effective literacy instruction. Prior to her employment at George Mason University, she served as study director at the National Academy of Sciences/National Research Council for the Committee on the Prevention of Reading Difficulties in Young Children and the Committee for Early Childhood Pedagogy. Reports produced under her guidance and editorship during this time included Preventing Reading Difficulties in Young Children, Starting Out Right: A Guide to Promoting Children's Reading Success, and Eager to Learn: Educating Our Preschoolers. Most recently she is coauthor of Preparing Our Teachers: Opportunities for Better Reading Instruction.
Gina
... mehr
Cervetti
University of California, Berkeley
Gina Cervetti is a postdoctoral scholar at the University of California, Berkeley, Graduate School of Education. Her current research agenda concerns the role of text in learning science and the potential of science-literacy integration to support students' development of academic literacy. Before coming to UC Berkeley, Cervetti completed her doctoral work in educational psychology at Michigan State University, where she was a researcher at the Center for the Improvement of Early Reading Achievement.
Claude Goldenberg
California State University, Long Beach
Claude Goldenberg is professor of teacher education and associate dean of the College of Education, California State University, Long Beach. He received his Ph.D. degree in 1984 from the Graduate School of Education, UCLA. Prior to that he taught junior high school in San Antonio, Texas, and first grade in Los Angeles. His research interests include home and school factors in Latino children's achievement and the processes and dynamics of school change. He was a National Academy of Education Spencer Fellow and received the Albert J. Harris Award from the International Reading Association. His 1997 video Settings for Change described a five-year school-improvement project in a largely Latino, bilingual elementary school in the Los Angeles area. A book based on this project, Successful School Change: Creating Settings to Improve Teaching and Learning, was published in 2004 by Teachers College Press.
Peg Griffin
Laboratory of Comparative Human Cognition
Peg Griffin, holder of a Ph.D. degree in linguistics from Georgetown University, is a research affiliate of the Laboratory of Comparative Human Cognition of the University of California at San Diego. She studies language in education, both as the topic of reading and writing instruction and as the medium for early education in mathematics and the social and natural sciences. She has collaborated on a variety of books: Prev
University of California, Berkeley
Gina Cervetti is a postdoctoral scholar at the University of California, Berkeley, Graduate School of Education. Her current research agenda concerns the role of text in learning science and the potential of science-literacy integration to support students' development of academic literacy. Before coming to UC Berkeley, Cervetti completed her doctoral work in educational psychology at Michigan State University, where she was a researcher at the Center for the Improvement of Early Reading Achievement.
Claude Goldenberg
California State University, Long Beach
Claude Goldenberg is professor of teacher education and associate dean of the College of Education, California State University, Long Beach. He received his Ph.D. degree in 1984 from the Graduate School of Education, UCLA. Prior to that he taught junior high school in San Antonio, Texas, and first grade in Los Angeles. His research interests include home and school factors in Latino children's achievement and the processes and dynamics of school change. He was a National Academy of Education Spencer Fellow and received the Albert J. Harris Award from the International Reading Association. His 1997 video Settings for Change described a five-year school-improvement project in a largely Latino, bilingual elementary school in the Los Angeles area. A book based on this project, Successful School Change: Creating Settings to Improve Teaching and Learning, was published in 2004 by Teachers College Press.
Peg Griffin
Laboratory of Comparative Human Cognition
Peg Griffin, holder of a Ph.D. degree in linguistics from Georgetown University, is a research affiliate of the Laboratory of Comparative Human Cognition of the University of California at San Diego. She studies language in education, both as the topic of reading and writing instruction and as the medium for early education in mathematics and the social and natural sciences. She has collaborated on a variety of books: Prev
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Bibliographische Angaben
- 2005, 1. Auflage, 336 Seiten, Maße: 23,7 cm, Kartoniert (TB), Englisch
- Herausgegeben: Catherine Snow, Peg Griffin, M. Susan Burns
- Verlag: Wiley & Sons
- ISBN-10: 0787996335
- ISBN-13: 9780787996338
Sprache:
Englisch
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