Literaturnachweis - Detailanzeige
Autor/inn/en | Savitz, Rachelle S.; Kane, Britnie Delinger |
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Titel | Trauma-sensitive literacy instruction. Building student resilience in English-language arts classrooms. |
Quelle | New York: Teachers College Press (2023), XIV, 161 S. |
Beigaben | Illustrationen; Literaturangaben |
Sprache | englisch |
Dokumenttyp | gedruckt; Monographie |
ISBN | 9780807768921; 9780807768938; 9780807782019 (E-Book) |
Schlagwörter | Children with mental disabilities; Education; Psychic trauma in children; Post-traumatic stress disorder in children; Language arts; English language; Study and teaching; Social aspects; Minorities in literature; Creative teaching; Teacher-student relationships; Erziehung Child; Children; Mental disorders; Mental disabilities; Kind; Kinder; Geisteskrankheit; Bildung; Erziehung; Trauma; Psychology; Trauma (Psy); Psychologie; Post Traumatic Stress Disorder; Posttraumatisches Stresssyndrom; Sprachkultur; Englisch; Study; Studies; Teaching; Studium; Unterricht; Social behavior; Social behaviour; Soziales Verhalten; Creative thinking; Kreatives Denken; Teacher; Teachers; Student; Students; Relationship; Lehrer; Lehrerin; Lehrende; Schüler; Schülerin; Studentin; Wechselbeziehung; Verbindung |
Abstract | Introduction -- Three Pillars of Trauma-Sensitive Literacy Instruction -- Curating Appropriate, High-Quality Literature in TSLI -- Critical Dialogue and Discussion in TSLI -- Using Writing in TSLI -- Critical Inquiry in TSLI -- Hot Moments - Teacher Self Care -- Conclusion. "Learn how to support middle and high school students with specific literacy practices (reading, speaking, listening, and writing) that build resilience. The authors provide strategies based on their extensive knowledge and experience in trauma-sensitive instruction, adolescent literacy, and culturally responsive-sustaining pedagogies. The text includes teacher vignettes and implementation steps"--Provided by publisher. |
Erfasst von | Library of Congress, Washington, DC |
Update | 2023/4/11 |