Exemplary Reading Instruction Practices - Secondary
Greetings. The following materials are intended to provide an introduction to exemplary reading instruction practices at secondary level. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.
Sibel Tatar
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
Integrating Literature into Middle School Reading Classrooms
What Does Research Say About Reading?
Vocabulary Improvement Project
Comprehension: The Goal of Effective Reading Instruction
Seven Promising Reading and Language Arts Programs - Introduction
Fostering High Levels of Reading and Learning in Secondary Students
Reading and Language Arts: Standards, Assessment and Professional Development
Citations From the ERIC Database
AN: ED458563
AU: McLaughlin,-Maureen; Allen,-Mary-Beth
TI: Guided Comprehension: A Teaching Model for Grades 3-8.
CS: International Reading Association, Newark, DE.
PY: 2002
AV: Order Department, International Reading Association, 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139 ($29.95). Web site: http://www.reading.org.
PR: EDRS Price MF01/PC13 Plus Postage.
DL: http://www.edrs.com/members/sp.cfm?AN=ED458563
DEM: *Classroom-Techniques; *Reading-Comprehension; *Reading-Instruction; *Teaching-Models
DER: Class-Activities; Elementary-Education; Learning-Activities; Middle-Schools
AB: This teaching model for grades 3-8, a guided comprehension model, is a step-by-step teaching framework that encourages students to become active, strategic readers by providing direct strategy instruction, numerous opportunities for engagement, and a variety of texts and instructional settings. The model was developed in response to the disparity between what is known about best practices for comprehension instruction and what has been happening in classrooms. The model can serve as a complete resource that provides all the necessary tools to make this classroom-tested process work with students, from detailed explanations of how each stage functions to ideas for facilitating assessment, organization, and management in the classroom. Appendixes contain a variety of useful reproducibles, including teaching ideas and blackline masters, forms for organizing and managing comprehension centers and routines, literature response prompts, leveled book resources, assessment forms, and instruction plans. (Contains approximately 150 references and a 45-item list of children's literature cited.) (NKA)
AN: ED457163
AU: Stone,-Randi
TI: Best Practices for High School Classrooms: What Award-Winning Secondary Teachers Do.
PY: 2002
AV: Corwin Press, Inc., A Sage Publications Company, 2455 Teller Road, Thousand Oaks, CA 91320-2218 (paperback: ISBN-0-7619-7730-9, $27.95; hardbound: ISBN-0-7619-7729-5, $65.95). Tel: 800-818-7243 (Toll Free); Fax: 800-499-5323 (Toll Free); e-mail: order@corwinpress.com; Web site: http://www.corwinpress.com.
PR: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
DL: http://www.edrs.com/members/sp.cfm?AN=ED457163
DEM: *Classroom-Techniques; *Secondary-School-Teachers; *Teaching-Methods
DER: Adolescent-Literature; Athletics-; Brain-; Chinese-Culture; Computer-Uses-in-Education; Creativity-; Cultural-Awareness; Disabilities-; Early-Parenthood; Educational-Technology; Field-Trips; Geography-; High-Schools; Inclusive-Schools; Information-Technology; Language-Arts; Mainstreaming-; Mathematics-Instruction; Multicultural-Education; Newspapers-; Novels-; Performance-Based-Assessment; Physical-Education; Physics-; Reading-Comprehension; Reading-Instruction; Role-Playing; School-Community-Relationship; Science-Instruction; Secondary-Education; Social-Studies; Statistics-; Stereotypes-; Student-Participation; Teaching-Skills; Videotape-Recordings; Visual-Arts; Writing-Instruction
AB: This book provides guidance on high-impact teaching practices, offering first-hand accounts of award-winning teachers. Nine chapters include: (1) "Award-Winning Words of Wisdom," with topics: "High School Teaching Tips" (Jenny W. Holmstrom); "What Is a Good Teacher?" (Carey Jenkins); "Student Creativity" (Ronald W. Poplau); "Breaking Stereotypes through Interactive Role Planning" (Debra D. Peppers); and "The Doer of Good Becomes Good" (Ronald W. Poplau); (2) "Succeeding with Reading and Writing Instruction," with topics: "Graphic Organizers and Their Enhancement of Reading Comprehension at the Secondary Level" (Norma Butler May); "The Hero in Literature and in Life" (Terrie Saunders); "The Newspaper and the Novel" (Terrie Saunders); "Performance Assessment: Mixed Media in the Literature Class" (Jean E. Keppel Baldikoski); "Language Arts" (Debra Calvert); "The Multicultural Independent Study" (Terrie Saunders); "Chinese Literature and Culture, Lesson 1" (Wanda Jones Thomas); and "Succeeding with Reading and Writing Instructions and Learning Tolerance by Studying Another Culture through Literature: Chinese Literature and Culture, Lesson 2" (Wanda Jones Thomas); (3) "Succeeding with Mathematics Instruction," with topics: "What's Your Sport? A Statistical Challenge" (Linda E. Hains); "Using Boxes, Philosophy, and Art To Explain Limits" (Jenny W. Holmstrom); "Integrating Instructional Video in the Classroom" (Jenny W. Holmstrom); "Factoring Fiesta" (Eileen Stewart); and "Growing, Growing, GROWING!!! A Statistical Journey" (Linda E. Hains); (4) "Exploring Science, Math, and Technology," with topics: "Students as Teachers" (Douglas L. Bailer); "The Science Learning Center" (Shirley Newton); "Physics and Technology" (William Ennis); "Educational Stories" (Douglas L. Bailer); "The 'Peer Celebration'" (Carmen Gumina); "Building and Flying Remote-Controlled Model Airplanes" (Douglas L. Bailer); and "Determining the Brain's Processing Time Using Two Different Methods" (Roy Coleman); (5) "Threading Technology through the Curriculum," with topics: "Living Textbook Project" (Linda E. Hains); and "Keeping Rural South Dakota Students in Touch with the World" (Brenda Lynch); (6) "Considering Special Needs," with topics: "Integrating Inclusion in the Classroom with the Help of Technology" (Rebecca Kelly); and "The I CAN Work Program" (Nancy Barnett); (7) "Teaching Social Studies and Geography in the High School Grades," with topics: "Reading Books Instead of Book Reviews" (James Wade D'Acosta); "Teacher for a Day" (Janine A. Jellander); and "Scenario Groups" (James Wade D'Acosta); (8) "Looking at Visual Arts and Physical Education," with topics: "Visual Arts Standards and Creativity" (Diana W. McDougal); and "Choose Adventure" (Nancy J. Pudas); and (9) "Topic Smorgasbord: Sharing More Key High School Issues and Perspectives," with topics: "Making Community Connections" (Karla Mullen); "Teenage Parents and High School: A Partnership for Success" (Debbie Kelley); and "Field Trips" (James Wade D'Acosta). (SM)
AN: EJ637561
AU: McGuire,-Kathy; Tefft,-Valerie; Stahr,-Mary-Ann; Vidor,-Constance
TI: Into the Curriculum. Reading/Language Arts: Mmm, Mmm, Good!; Reading/Language Arts: Booktalks on Videotape; Science: How Long Does It Take To Digest Thanksgiving Dinner?; Social Studies: Inauguration Crisis; Social Studies: What Is Patriotism? How Do We Show It?; Social Studies: Bookmarks and Quizmarks: Fun with Ancient Egypt.
PY: 2001
SO: School-Library-Media-Activities-Monthly; v18 n3 p11-20 Nov 2001
DEM: *Course-Integrated-Library-Instruction; *Curriculum-Development; *Learning-Activities
DER: Educational-Resources; Elementary-Education; Language-Arts; Learning-Resources-Centers; Library-Skills; Middle-Schools; Reading-Instruction; School-Libraries; Science-Instruction; Social-Studies; Thematic-Approach
AB: Provides six fully developed library media activities that are designed for use with specific curriculum units in reading, language arts, science, and social studies. Library media skills, curriculum objectives, grade levels, resources, instructional roles, procedures, evaluation, and follow-up are described for each activity. (LRW)
AN: EJ635033
AU: Fulk,-Barbara-M.; King,-Kathy
TI: Classwide Peer Tutoring at Work.
PY: 2001
SO: TEACHING-Exceptional-Children; v34 n2 p49-53 Nov-Dec 2001
DEM: *Disabilities-; *Peer-Teaching; *Tutorial-Programs
DER: Classroom-Techniques; Elementary-Secondary-Education; Reading-Instruction; Teaching-Methods
AB: This article briefly reviews the research on classwide peer tutoring and presents guidelines for implementing peer tutoring in classes that include students with disabilities. It discusses preparation of materials, assigning students to pairs, student training, and classroom implementation. Specific application to reading instruction is made. Sources of additional information including Web sites are listed. (Contains four references.) (DB)
AN: EJ633165
AU: Katz,-Claudia-Anne; Kuby,-Sue-Ann
TI: The Fish Bowl: A Strategy for Assessing Independent Reading.
PY: 2001
SO: Book-Links; v10 n6 p28-30 Jun-Jul 2001
DEM: *Class-Activities; *Independent-Reading; *Learning-Activities; *Reading-Instruction
DER: Evaluation-Methods; Intermediate-Grades; Middle-Schools; Questioning-Techniques
AB: Explains Fish Bowl, an activity for upper elementary and middle school students to share what they read and a method for teachers to assess student understanding of a book. Discusses benefits of reading aloud a summary of the book, reading a passage from the book, asking appropriate questions, and answering questions. (LRW)
AN: EJ632370
TI: Children's Choice for 2001.
PY: 2001
SO: Reading-Teacher; v55 n2 p173-87 Oct 2001
DEM: *Childrens-Literature; *Learning-Activities; *Reading-Instruction; *Reading-Material-Selection
DER: Adolescent-Literature; Annotated-Bibliographies; Elementary-Secondary-Education
AB: Presents a 25-item annotated bibliography for beginning readers, 30 items for young readers, 19 items for intermediate readers, and 24 items for advanced readers--all selected by children. Gives tips for parents, primary caregivers, and educators. Describes the Children's Choice project and book selection. (SG)
AN: EJ624624
AU: Van-Horn,-Leigh, ed.
TI: Pathways and Possibilities: Reading To Reach Struggling Readers.
PY: 2001
SO: Voices-from-the-Middle; v8 n4 p67-70 May 2001
NT: Theme: When Readers Struggle.
DEM: *Instructional-Effectiveness; *Reading-Difficulties; *Reading-Improvement; *Reading-Instruction
DER: Class-Activities; Elementary-Secondary-Education; Resource-Materials; Theory-Practice-Relationship
AB: Discusses six books intended to help teachers reach struggling readers: books that outline strategy instruction, offer a wealth of information, and show how to create instructional sequences and activities that will develop and enhance the conceptual, procedural, and textual knowledge of students. (SR)
AN: EJ624618
AU: Wilhelm,-Jeff
TI: Getting Kids into the Reading Game: You Gotta Know the Rules.
PY: 2001
SO: Voices-from-the-Middle; v8 n4 p25-36 May 2001
NT: Theme: When Readers Struggle.
DEM: *Content-Area-Reading; *Middle-Schools; *Reading-Improvement; *Reading-Instruction; *Reading-Strategies
DER: Class-Activities; Educational-Practices; Educational-Principles; Instructional-Effectiveness; Reading-Research; Secondary-Education; Teacher-Attitudes; Teacher-Student-Relationship
AB: Argues that schools and teachers underestimate the demands that particular texts place on readers, especially as students reach middle school. Describes how the author uses think-alouds as one particular technique to actively give contextualized strategic knowledge over to students. Shows how this helps readers overcome their struggles to develop greater capacities and tastes. (SR)
AN: EJ624617
AU: Jordan,-Marean; Jensen,-Rita; Greenleaf,-Cynthia
TI: "Amidst Familial Gatherings": Reading Apprenticeship in a Middle School Classroom.
PY: 2001
SO: Voices-from-the-Middle; v8 n4 p15-24 May 2001
NT: Theme: When Readers Struggle.
DEM: *Content-Area-Reading; *Metacognition-; *Reading-Improvement; *Reading-Instruction; *Reading-Strategies
DER: Class-Activities; Grade-7; Grade-8; Middle-Schools; Teacher-Student-Relationship
AB: Describes Reading Apprenticeship, an approach to adolescent reading improvement in which teachers apprentice students into the strategies skilled readers use. Demonstrates the program at work in one seventh and eighth grade classroom. Discusses four key dimensions of classroom life: social (building community); personal (connecting to reading); cognitive (developing a tool kit); and knowledge-building (tapping resources). (SR)
AN: EJ622809
AU: Barton,-James
TI: Teaching Vocabulary in the Literature Classroom.
PY: 2001
SO: English-Journal; v90 n4 p82-88 Mar 2001
NT: Theme: And Language for All.
DEM: *English-Instruction; *Literature-Appreciation; *Vocabulary-Development
DER: Class-Activities; Elementary-Secondary-Education; Language-Arts; Lesson-Plans; Reading-Instruction; Vocabulary-Skills
AB: Advocates concept-related vocabulary instruction, in which students link individual words with larger literature concepts. Outlines four steps to creating a concept-related vocabulary lesson. Offers examples of how concept-related vocabulary lessons can be conducted while reading, before reading, and after reading. Outlines web, weave, and thermometer structures for vocabulary organization. Discusses integrating vocabulary instruction into the literature curriculum. (SR)
AN: EJ617908
AU: Bryant,-Diane-Pedrotty; Vaughn,-Sharon; Linan-Thompson,-Sylvia; Ugel,-Nicole; Hamff,-Allison; Hougen,-Marty
TI: Reading Outcomes for Students with and without Reading Disabilities in General Education Middle-School Content Area Classes.
PY: 2000
SO: Learning-Disability-Quarterly; v23 n4 p238-52 Fall 2000
DEM: *Reading-Comprehension; *Reading-Difficulties; *Reading-Improvement; *Reading-Instruction; *Reading-Strategies
DER: Middle-School-Students; Middle-Schools; Oral-Reading; Professional-Development; Reading-Rate; Reading-Skills; Teaching-Methods; Word-Recognition
AB: Ten sixth-grade teachers and 60 students (14 with reading disabilities, 17 low-achieving students, and 29 typical students) participated in a four-month professional development and intervention program designed to enhance reading outcomes using word identification, fluency, and content area comprehension strategies. All three groups improved in oral reading and fluency. (Contains references.) (Author/CR)
AN: ED457301
AU: Chall,-Jeanne-S.
TI: The Academic Achievement Challenge: What Really Works in the Classroom?
PY: 2000
AV: Guilford Publications, 72 Spring Street, New York, NY 10012 (paperback: ISBN-1-57203-768-4, $18; hardcover: ISBN-1-57203-500-2, $26). Tel: 800-365-7006 (Toll Free); Web site: http://www.guilford.com.
PR: Document Not Available from EDRS.
DEM: *Academic-Achievement; *Teaching-Methods
DER: Computer-Uses-in-Education; Dropouts-; Educational-Innovation; Educational-Policy; Educational-Research; Elementary-Secondary-Education; Grouping-Instructional-Purposes; Home-Schooling; Learning-Disabilities; Low-Income-Groups; Mass-Media; Mathematics-Instruction; Open-Education; Parent-Influence; Reading-Instruction; School-Readiness; Science-Instruction; Self-Esteem; Social-Promotion; Social-Studies; Socioeconomic-Influences
AB: This book discusses how best to instruct students, reviewing and evaluating the many educational reforms and innovations that have been proposed and employed over the past century and comparing achievement rates resulting from traditional, teacher-centered approaches with those resulting from progressive, student-centered methods. Findings indicate that teacher-centered approaches result in higher achievement overall. The book makes a case for basing future education reforms and innovations on a solid empirical foundation. Ten chapters discuss: (1) "Academic Achievement: An American Dilemma"; (2) "Traditional, Teacher-Centered Education versus Progressive, Student-Centered Education"; (3) "Twentieth-Century Trends in Educational Policy: The Shift toward Student-Centered Programs"; (4) "Trends in Reading, Mathematics, Science, and Social Studies, 1900 to the 1990s"; (5) "Research on the Overall Effects of Teacher- and Student-Centered Educational Programs"; (6) "Descriptive Studies of Early Educational Experiments"; (7) "Student-Centered Education: From Theory to Practice"; (8) "Socioeconomic and Learning Difference Effects"; (9) "Parents, the Media, and Other Nonschool Educators"; and (10) "Where Do We Go from Here? Conclusions and Recommendations." An appendix discusses key differences between teacher-centered and student-centered instruction. (Contains 178 references and an index.) (SM)
AN: EJ617766
AU: Anderson,-Cynthia
TI: Sustained Silent Reading: Try It, You'll Like It!
PY: 2000
SO: Reading-Teacher; v54 n3 p258-59 Nov 2000
DEM: *Reading-Improvement; *Reading-Instruction; *Sustained-Silent-Reading
DER: Class-Activities; Elementary-Secondary-Education; Reading-Attitudes; Reading-Habits; Student-Attitudes
AB: Recommends Sustained Silent Reading (SSR) in grades 2-12 to improve students' reading and to teach them to love to read. Outlines rules for SSR, and offers notes to the teacher on its implementation. (SR)
AN: EJ616346
AU: Casteel,-Carolyn-P.; Isom,-Bess-A.; Jordan,-Kathleen-F.
TI: Creating Confident and Competent Readers: Transactional Strategies Instruction.
PY: 2000
SO: Intervention-in-School-and-Clinic; v36 n2 p67-74 Nov 2000
DEM: *Reading-Comprehension; *Reading-Difficulties; *Reading-Instruction; *Reading-Strategies
DER: Elementary-Secondary-Education; Instructional-Effectiveness; Program-Evaluation; Program-Implementation; Reading-Improvement
AB: This article presents a practical plan for improving reading comprehension and reader self-efficacy in grades 4-12 through transactional strategies instruction. Three phases of instruction are described and specific instructional strategies are provided. Suggestions for implementation and for evaluation of instruction effectiveness are also discussed. (Contains 11 references.) (Author/CR)
AN: ED444148
AU: Tiedt,-Iris-McClellan
TI: Teaching with Picture Books in the Middle School.
CS: International Reading Association, Newark, DE.
PY: 2000
AV: Order Department, International Reading Association, 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139 ($22.95). Web site: http://www.reading.org.
PR: EDRS Price MF01/PC10 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED444148
DEM: *Childrens-Literature; *Middle-Schools; *Picture-Books; *Reading-Instruction
DER: Class-Activities; Creative-Thinking; Cultural-Awareness; Cultural-Differences; Lesson-Plans; Literature-Appreciation; Multicultural-Education; Reading-Improvement; Thematic-Approach; Thinking-Skills
AB: Arguing that picture books have much to offer students in the upper grades (including middle school and even high school students), this book discusses using picture books to stimulate students' thinking in a variety of topic areas. Chapter 1, Using Picture Books in the Middle School To Stimulate Thinking, introduces the topic of using picture books to enhance teaching in middle school classrooms. Chapter 2, Sharing Our Literary Heritage, delves into the resource of Mother Goose rhymes and nursery tales and suggests reasons and ways for engaging older students with these verses and stories. Chapter 3, Promoting Reading Development, focuses on using picture books to support the development of reading abilities; while chapter 4, Stimulating Thinking, Talking, and Writing, examines additional ways of developing literacy skills with particular attention to writing. Chapter 5 is entitled Extending Student Knowledge about Language and Literature; and chapter 6, Understanding and Appreciating Diversity, addresses the important study of diversity in our multiculture. Chapter 7, Crossing the Curriculum, looks at picture books that can help develop studies in the social studies, mathematics, and science curricula. Chapter 8, Stimulating Creativity, explores picture books that stimulate creativity related to art and music; while chapter 9, Introducing Thematic Studies, investigates the use of picture books as launching pads for theme studies. (Contains approximately 600 references. Appendix A offers fully developed, reproducible lesson plans; and appendix B lists resources to help locate more information, as well as a list of Caldecott Award books.) (SR)
AN: ED427304
AU: Littlejohn,-Carol
TI: Talk That Book: Booktalks To Promote Reading. Professional Growth Series.
PY: 1999
AV: Linworth Publishing Inc., 480 East Wilson Bridge Road, Suite L., Worthington, OH 43085; Tel: 800786-5017 (Toll Free); Fax: 614-436-9490; Web site: http://www.linworth.com ($36.95).
PR: Document Not Available from EDRS.
DE: *Adolescent-Literature; *Childrens-Literature; *Literature-Appreciation; *Reading-Motivation
DE: Elementary-Secondary-Education
AB: Offering over 300 successful "booktalks" for librarians, teachers, and parents, this book shows how to "hook" reluctant readers onto books. The field-tested booktalks (brief "commercials" for books that give just enough information to promote reading the book) are divided into three reading levels: elementary, middle school, and high school/adult, and range from recent publications to classic and popular titles. An introductory chapter discusses tips and strategies, the purpose of booktalks, ways to use booktalks effectively, writing booktalks, evaluation of booktalks, and a 14-item bibliography on booktalking and reading. In addition to information about the plot and characters, each booktalk in the book presents author, title, publisher, publication date, grade level, descriptive terms, and (for some booktalks) notes on usage. In chapters 2, 3, and 4, the booktalks are in alphabetical order by the author's last name. In chapter 5, "The Latest and the Greatest: Booktalking Best-Sellers," the most recent best-sellers are combined into one program to demonstrate how to link the booktalks. (RS)
AN: ED429084
AU: Thompson,-Lesley-D.; Dobkins,-Eve, ed.
TI: The Journey of a Reader: K-12 Assessment Tasks and Tools.
CS: Northwest Regional Educational Lab., Portland, OR.
PY: 1999
PR: EDRS Price MF01/PC11 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED429084
DE: *Reading-Instruction; *Reading-Skills
DE: Curriculum-; Educational-Assessment; Elementary-Secondary-Education; Models-; Reading-Tests
AB: An assessment model is presented that breaks reading down into six discrete skill areas that are both teachable and assessable. The six traits of an effective reader are: (1) decoding conventions; (2) establishing comprehension; (3) realizing content; (4) developing interpretation; (5) integrating for synthesis; and (6) critiquing for evaluation. Chapter 1 explains and develops these traits. Chapters 2 through 5 are devoted to specific grade levels, outlining reading development and effective teaching for kindergarten through grade 2, grades 3 through 5, the intermediate and middle school years, and high school and later years. Each of the grade-specific chapters contains a four-part framework to outline reading assessment and instruction. Each contains a theoretical review of research activities, samples of student work, six lesson plans for the grade levels, and a list of recommended books appropriate for student readers at that grade level. Seven appendixes contain a reader interest survey, a reading development continuum, discussions of the traits of an effective reader at the various grade levels, and three sample texts. (Contains 6 figures and 38 references.) (SLD)
AN: EJ585443
AU: Crowe,-Chris
TI: Rescuing Reluctant Readers.
PY: 1999
SO: English-Journal; v88 n5 p113-16 May 1999
NT: Theme: Teaching English in the City.
DE: *Adolescent-Literature; *Reading-Attitudes; *Student-Attitudes
DE: Reading-Instruction; Reading-Material-Selection; Reading-Materials; Secondary-Education
AB: Discusses the attitudes and issues of reluctant readers by describing the author's son Jonathan, an intelligent young man who came to hate reading. Offers advice for teachers from Jonathan regarding how they can help students enjoy reading more. Presents annotations of 11 new or overlooked young adult books worth reading. (SR)
AN: ED434345
AU: Ostrowski,-Steven
TI: Vocational School English Teacher Engages Students in High Levels of Reading and Writing: The Case of Janas Masztal. Case Study Number 12006.
CS: National Research Center on English Learning and Achievement, Albany, NY.
PY: 1999
AV: For full text: .
PR: EDRS Price MF01/PC02 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED434345
DE: *Classroom-Environment; *Classroom-Techniques; *English-Teachers
DE: Case-Studies; Classroom-Research; Faculty-Development; High-Schools; Vocational-High-Schools
AB: To set the scene, this report begins with the description of the classroom practice and activities of an English teacher at a technical high school in Miami. The report states that a number of the activities that occurred in the class constitute what many scholars in the field of English/language arts studies consider examples of best, or exemplary, practice. The report explains that some of the prominent components of English in the classroom studied are: silent reading, demonstrating knowledge, interdisciplinarity, classroom conversation, and written and oral communication skills. It also describes the teacher's professional contexts, including the following: the district, the school, and the academy in which she works; the colleagues, administrators, and district personnel with whom she works; the various organizations to which she belongs and with which she interacts; and the professional activities in which she engages. (NKA)
Improving Your Child's Writing Skills |
Other Resources (available either for sale or via interlibrary loan)
Title:Fostering the love of reading :the affective domain in reading education
Author(s): Cramer, Eugene H. ; Castle, Marrietta.
Year: 1994
Publisher: Newark, Del., USA : International Reading Association
ISBN: 0872071251
Title: Handbook of research on teaching
Author(s): Richardson, Virginia,; 1940-
Year: 2001
Publisher: Washington, D.C. : American Educational Research Association, Edition: 4th ed
ISBN: 0935302263
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