Literaturnachweis - Detailanzeige
| Sonst. Personen | Nachowitz, Marc (Hrsg.); Campbell Wilcox, Kristen (Hrsg.) |
|---|---|
| Titel | High literacy in secondary English language arts. Bridging the gap to college and career. |
| Quelle | Lanham: Lexington Books (2018), XVII, 242 S. |
| Beigaben | Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 9781498570756 |
| Schlagwörter | USA; Language arts (Secondary); United States; English language; Study and teaching (Secondary); Literacy; Anthologie; Bildungstheorie; Bildungspraxis |
| Abstract | Conceptualizing high literacy: a framework for research and practice / Marc Nachowitz and Kristen C. Wilcox -- College and career readiness standards and high literacy / Kristen C. Wilcox, Jill V. Jeffery, and Fang Yu -- Dialogically organized instruction: encouraging courageous voices in polarizing times / Janet I. Angelis, Kelly Millet, and Eija Rougle -- Dialogic literary argumentation as high literacy in English language arts classrooms / George E. Newell, Theresa Thanos, and Min-Young Kim -- Attending to readers' identities, positions, and social contexts: an argument for disciplinary literacy in English language arts / Julie E. Learned, Mary Jo Morgan, and Laura Dacus -- A design architecture for engaging middle and high school students in epistemic practices of literary interpretation / Sarah Levine, Allison H. Hall, Susan R. Goldman, and Carol D. Lee -- Digitally-mediated dialogic engagement / Marc Nachowitz -- The potential of using a cognitive strategies approach to enhancing the high literacy of secondary English learners / Carol Booth Olson, Lauren Godfrey, Rachel Stumpf, and Huy Q. Chung -- Resisting the "más o menos" mindset: design-based research to boost Latinx success in advanced coursework through dialogically organized instruction / Ryan McCarty, Tim Pappageorge, and Claudia Rueda-Alvarez -- Enacting high literacy practices in the classroom: considerations for preservice teachers / Kristine E. Pytash, Rhonda Hylton, and Elizabeth Testa. "This volume culls scholarship on both what high literacy is and how it is developed. Descriptions of each component of high literacy (reading, writing, dialogic engagement, and epistemic cognition in literary reasoning) and how they relate to the others are followed by inspirational illustrations of high literacy instruction in practice"--Provided by publisher. |
| Erfasst von | Library of Congress, Washington, DC |
| Update | 2019/2/05 |
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