Literacy Issues During Changing Times: A Call to Action. The Thirtieth Yearbook: A Peer Reviewed Publication of the College Reading Association. [Papers from the College Reading Association Conference, 2007]

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Sonst. Personen	Falk-Ross, Francine (Hrsg.); Szabo, Susan (Hrsg.); Sampson, Mary Beth (Hrsg.); Foote, Martha M. (Hrsg.)
Institution	College Reading Association.
Titel	Literacy Issues During Changing Times: A Call to Action. The Thirtieth Yearbook: A Peer Reviewed Publication of the College Reading Association. [Papers from the College Reading Association Conference, 2007]
Quelle	(2009), (349 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	1-883604-11-7
Schlagwörter	Tagungsbericht; Yearbooks; Professional Development; Knowledge Base for Teaching; Reading Instruction; Politics of Education; Teacher Education Programs; Performance Factors; Conference Papers; Position Papers; Case Studies; Student Teacher Attitudes; Educational Change; Best Practices; Educational Strategies; Awards; Reading Strategies; Teaching Methods; Childrens Literature; Literacy; Teacher Associations + Suchen Sie Ihr Suchwort? Yearbook; Jahrbuch; Teaching theory; Theory of teaching; Unterrichtstheorie; Leseunterricht; Educational policy; Bildungspolitik; Leistungsindikator; Konferenzmaterial; Positionspapier; Case study; Fallstudie; Case Study; Bildungsreform; Lehrstrategie; Award; Auszeichnung; Reading strategy; Leselernstufe; Lesetechnik; Teaching method; Lehrmethode; Unterrichtsmethode; 'Children''s literature'; Kinderliteratur; Alphabetisierung; Schreib- und Lesefähigkeit; Lehrerorganisation; Lehrerverband; Lehrervereinigung
Abstract	This Yearbook begins with the article representing Ellen Jampole's presentation to the CRA membership. In her presidential address, Ellen had the audience alternately laughing, considering, and reminiscing about how she and other academics understand and develop the knowledge they carry. She shares these same themes in her narrative, "Traditions, Storying, and Crossroads" that follows the conference theme and introduces the "Issues in Changing Times" that organizes this edition. The papers comprising this Yearbook that follow Jampole's presidential address are: (1) Getting the Facts Right in Books for Young Readers: Researching "Mailing May" (Michael Tunnel); (2) Teachers of English Learners: Issues of Preparation and Professional Development (MaryEllen Vogt); (3) Teacher Knowledge and Teaching Reading (Mia Callahan, Vicki B. Griffo, and P. David Pearson); (4) Contextualizing Reading Courses Within Political and Policy Realities: A Challenge to Teacher Educators (Jerry Johns); (5) The Lost Art of Teaching Reading (Tim Rasinski); (6) Critical Inquiries in Oral Language Production: Preservice Teachers' Responses to Students' Linguistic Diversity (Donna Glenn Wake); (7) Case Study of a Middle School Student Attending a Separate Reading Class (Amy Alexandra Wilson); (8) Collaboration and Discovery: A Pilot Study of Leveling Criteria for Books Written in Spanish for K-3rd Grade (Mayra Daniels and Verna Rentsch); (9) Teachers' Talk: Teachers' Beliefs About Factors Affecting Their Classrooms (Merry Boggs and Susan Szabo); (10) "Most of the Focus Was on Reading": A Comparison of Elementary Teachers' Preparation in Reading and Writing (Brandi Gribble Mathers, Carolyn Shea, and Sara Steigerwald); (11) Teaching Expository Text Structures: Using Digital Storytelling Techniques to Make Learning Explicit (Donna Glenn Wake); (12) The Strategy Debate: How Teacher Educators and Textbooks May Contribute to Confusing Terminology (Margieren Larmon Whalen); (13) Investigating Alternative-Certification Teacher Candidates' Self-Efficacy and Outcome-Expectancy Beliefs Toward the Teaching of Reading (Agnes Stryker and Susan Szabo); (14) Consensus Building Through the Lens of Q Methodology: Defining Profiles for Effective Models of Professional Development (Kristin Lynn Still and Jaclyn Prizant Gordon); (15) School Reform: An Inside View of Professional Development (Linda E. Martin and Sherry Kragler); (16) Teachers' Perceptions of Effective Professional Development Activities in a Case Study School (Aimee I. Morewood and Rita M. Bean); (17) Free Book Programs from Birth to Five: A Preliminary Look at the Data Regarding Preschool Reading Readiness (Ronald S. Reigner); (18) The Tale of Three States' Reading Tests: Commonalities, Differences, and Implications (Mary F. Roe, Jane Ellen Brady, and Kara Riebold); (19) Guided Reading: It's for Primary Teachers? (Jackie Fergeson and Jenny Wilson); (20) English Language Learning and Reading Comprehension: What We Know and What We Need to Know (Ana Toboada); and (21) The Bookstore Project: How One ELL Teacher Used Project Work to Promote Reading (Jennifer Pool Cheatham and Martha M. Foote). (Individual papers contains tables, figures, and references.) (ERIC).
Anmerkungen	College Reading Association. Brigham Young University, Department of Teacher Education, 215 McKay Building, P.O. Box 25099, Provo, UT 84602. Tel: 903-468-6069; Web site: http://www.collegereadingassociation.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10