Literaturnachweis - Detailanzeige
| Autor/inn/en | Dobbs, Christina L.; Ippolito, Jacy; Charner-Laird, Megin |
|---|---|
| Titel | Investigating disciplinary literacy. A framework for collaborative professional learning. |
| Quelle | Cambridge, Massachusetts: Harvard Education Press (2017), XIII, 200 S. |
| Beigaben | Illustrationen; Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 9781682530689; 9781682530696 |
| Schlagwörter | Professional learning communities; Teachers; Training of; Language arts; Correlation with content subjects; Inquiry-based learning; Bildungstheorie; Bildungspraxis |
| Abstract | Foreword by Elizabeth City -- Introduction -- Bringing together disciplinary literacy and professional learning -- The challenge of disciplinary literacy -- Focusing on professional learning -- A new model for disciplinary literacy professional learning -- Designing and enacting disciplinary literacy professional learning -- Forming a leadership team and identifying readiness for change -- Assessing needs and identifying levers for change -- Forming teams of content and/or cross-content area teachers and leaders -- Making initial meaning of disciplinary literacy principles and practices -- Collaboratively inquiring into domains of disciplinary literacy practice -- Designing, testing, and assessing new disciplinary literacy practices -- Refining and sharing new disciplinary literacy practices -- Ending well -- Notes. Investigating Disciplinary Literacy presents a framework for conducting professional learning cycles focused on disciplinary literacy, based on professional development and research projects that the authors have conducted with a range of districts over the past 5 years. In addition to outlining the steps of the cycle, the authors identify four "working habits" essential to initiating and sustaining DL projects: balancing content with process; creating a culture of adaptation and invention; attending equally to intermediate and DL skills; and positioning teachers and leaders as learners within projects. Written in a reader-friendly voice for a practitioner audience, the book provides practical, research-based guidance for those seeking to collaboratively explore and implement DL-related practices in context-specific, meaningful ways--Provided by publisher. |
| Erfasst von | Library of Congress, Washington, DC |
| Update | 2018/3/07 |
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