53rd Yearbook of the National Reading Conference

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Sonst. Personen	Worthy, Jo (Hrsg.); Maloch, Beth (Hrsg.); Hoffman, James V. (Hrsg.); Schallert, Diane L. (Hrsg.); Fairbanks, Colleen M. (Hrsg.)
Institution	National Reading Conference, Inc.
Titel	53rd Yearbook of the National Reading Conference
Quelle	(2004), (453 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	1-8935-9105-0
Schlagwörter	Tagungsbericht; Conferences (Gatherings); Yearbooks; Foreign Countries; Literacy; Reading Research; English Only Movement; Context Effect; Immigrants; Politics of Education; Reading Teachers; Teacher Education; Laboratory Schools; Theory Practice Relationship; Childrens Literature; Early Intervention; Computer Mediated Communication; Graduate Students; Seminars; Discussion Groups; Hispanic American Students; English (Second Language); Second Language Learning; Teacher Education Programs; Beginning Teachers; Parent School Relationship; Biculturalism; Grade 8; Reading Difficulties; Special Needs Students; Cultural Relevance; Teacher Attitudes; Educational Policy; Beginning Reading; Teaching Methods; Literary Criticism; Reader Text Relationship; Popular Culture; Video Technology; Reading Comprehension; New Zealand; United States + Suchen Sie Ihr Suchwort? Yearbook; Jahrbuch; Ausland; Alphabetisierung; Schreib- und Lesefähigkeit; Leseforschung; Immigrant; Immigrantin; Immigranten; Educational policy; Bildungspolitik; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Lehrerausbildung; Lehrerbildung; Laborschule; Theorie-Praxis-Beziehung; 'Children''s literature'; Kinderliteratur; Computerkonferenz; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Seminar; Hispanic; Hispanic Americans; Hispanoamerikaner; Schüler; Schülerin; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Junior teacher; Junglehrer; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Bikulturalität; School year 08; 8. Schuljahr; Schuljahr 08; Reading difficulty; Leseschwierigkeit; Sonderpädagogischer Förderbedarf; Lehrerverhalten; Politics of education; Erstleseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Literaturkritik; Popkultur; Leseverstehen; Neuseeland; USA
Abstract	This volume presents the 53rd Yearbook of the National Reading Conference (NRC). The papers in this Yearbook reflect NRC's practice of pursuing not only traditionally important topics in literacy but also many issues that may not be deemed worthy of funding and government attention. Rather than a narrowing of the field, the submitted manuscripts, as well as the papers published in this volume, reflect the rapidly growing and changing field of literacy research. Joining papers focusing on foundational topics such as instructional practices, literature, reading processes, and teacher education are works on topics as diverse as multiple literacies, identity development in various contexts, popular culture texts, cultural and linguistic diversity, affective dimensions of learning, expanded uses of technology, and policy. Included in this volume are: (1) The Language, Literacy, Achievement, and Social Consequences of English-Only Programs for Immigrant Students (Lee Gunderson); (2) Promises and Politics: Images of Research in the Discourse of Teaching and Teacher Education (Marilyn Cochran-Smith); (3) Teaching, Learning and Research in "Real Reading": Some Observations from a Laboratory School (Fredrick Erickson); (4) "Simply by Sailing in a New Direction You Could Enlarge the World" (Marie M. Clay); (5) A Bakhtinian Analysis of Computer-Mediated Communication: How Students Create Animated Utterances in Graduate Seminar Discussions (Yoon-Hee Na); (6) Theoretical Promise, Perennial Problems and Empirical Progress Concerning Latino Students and Literacy (Robert T. Jimenez); (7) Literacy as Laminated Activity: Rethinking Literacy for English Learners (Kris Gutierrez); (8) New Literacies for the New Information Age: Conceptions, Instruction and Teacher Preparation (Marlene Asselin and Mariam Jean Dreher); (9) Preparing Novices for Teaching Literacy in Diverse Classrooms: Using Written, Video and Hypermedia Cases to Prepare Literacy Teachers (Erica C. Boling); (10) Establishing a Culture of Acceptance: "This Kinda Stuff Don't Happen Ever'where" (Margaret Compton-Hall); (11) Computer-Mediated Collaboration: Teaching Future Teachers How to Respond to Student Writers (Marion H. Fey); (12) Reconsidering Our Research: Collaboration, Complexity, Design, and the Problem of "Scaling Up What Works" (Susan Florio-Ruane and Taffy E. Raphael); (13) Constructing Struggling Readers: Policy and the Experiences of Eighth-Grade Readers (Judith K. Franzak); (14) Zining: The Unsanctioned Literacy Practice of Adolescents (Barbara J. Guzzetti and Margaret Gamoba); (15) Children's Strategic Awareness for Reading Different Genres and Text Types (Janis M. Harmon, Miriam G. Martinez, and Amy Deckard); (16) "The Blood they Carry": Puerto Rican Mothers Re-envisioning and Reconstructing Educational and Cultural Identities in a Family Literacy Context (Laura Ruth Johnson); (17) Listening to the Stories Families Tell: Promoting Culturally Responsive Language and Literacy Experiences (Julie K. Kidd, Sylvia Y. Sanchez, and Eva K. Tharp); (18) Literacy to Inform and Transform: Empowering Lessons From Children's Literature (Janelle B. Mathis and Leslie B. Patterson); (19) Positioning Theory as Lens to Explore Teachers' Beliefs About Literacy and Culture (Mary B. McVee, Maria Baldassarre, and Nancy Bailey); (20) Why Literacy Researchers Have Little Influence on Policy and What to Do About It (David Reinking); (21) Beginning Chapter Books: Their Features and Their Support of Children's Reading (Nancy L. Roser, Miriam G. Martinez, Kathleen McDonnold, and Charles Fuhrken); (22) The Impact of Clinical Experience on the Reading Comprehension Instruction of K-12 Inservice Teachers (Pamela Ross and Cynthia McDaniel); (23) Features of Early Field Experiences at Sites of Excellence in Reading Teacher Education Programs (Misty Sailors, Susan Keehn, Miriam Martinez, Janis Harmon, Wanda Hedrick, Joyce Fine, and Deborah Eldridge); (24) Authentic or Meretricious Multiculturalism in Commercial Reading Programs? (Martha L. Smith, Linda M. Phillips, Marion R. Leithead, and Nabiha Rawdah); (25) The Complexity of Cultural Authenticity in Children's Literature: A Critical Review (Kathy G. Short and Dana L. Fox); (26) Developing a Conscious Understanding of Genre: The Relationship Between Implicit and Explicit Knowledge During the Five-to-Seven Shift (Laura B. Smolkin and Carol A. Donovan); (27) Engaging in Critical Literacy Practices in a Multiliteracies Classroom (Katie Van Sluys); and (28) Teachers' Reading of Students' Popular Culture Texts: The Interplay of Students' Interests, Teacher Knowledge, and Literacy Curriculum (Shelley Hong Xu). (Individual papers contain tables, figures, references, and appendices.) [For the 52nd Yearbook, see ED522783.] (ERIC).
Anmerkungen	National Reading Conference. 7044 South 13th Street, Oak Creek, WI 53154. Tel: 414-908-4924; Fax: 414-768-8001; e-mail: customercare@nrconline.org; Web site: http://www.nrconline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10