Teacher Inquiries in Literacy Teaching-Learning
Regular price
€248.00
14 days return policy
Shipping & Delivery
ABC Book
action research methods
Age Group_Uncategorized
Age Group_Uncategorized
aloud
Alphabet Books
automatic-update
B01=Christine C. Pappas
Bilingual Classroom
bilingual education strategies
Can
Category1=Kids
Category1=Non-Fiction
Category=JMB
Category=JN
Category=JNU
Category=YPCA2
Category=YQF
chicago
Chicka Chicka Boom Boom
classroom discourse analysis
classrooms
Clear
collaborative pedagogy
COP=United Kingdom
Delivery_Pre-order
elementary
Elementary Urban Classrooms
eq_bestseller
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Follow
Group
Hold
Invented Spelling
Language_English
Letter Sound Relationships
Literacy Teaching Learning
Literature Discussion Groups
PA=Temporarily unavailable
Phonemic Awareness
power dynamics in education
Pretend Reading
Price_€100 and above
PS=Active
public
Rainbow Fish
read
Read Aloud
Read Aloud Sessions
Reader Response Journals
reading
school
session
Share Time
Shoo Fly
sociocultural literacy theory
softlaunch
Step
teacher inquiry urban literacy
Teacher Research
Teacher Researchers
urban
Product details
- ISBN 9781138463738
- Weight: 660g
- Dimensions: 152 x 229mm
- Publication Date: 18 Dec 2017
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Hardback
- Language: English
Secure
checkout
Fast Shipping
Easy returns
This book consists of the reports of 13 urban elementary teacher researchers' year-long inquiries around literacy topics--conducted as part of a collaborative school-university action research project. The focus is on how they attempted to transform their teaching practices to meet the needs of students from diverse ethnic and linguistic backgrounds, and how their inquiry efforts resulted in developing more collaborative styles of teaching. These teachers explore how collaborative classroom interactions occur when teachers move away from teaching-as-transmission approaches to ones in which they share power and authority with their students--viewing them not as 'at risk' but instead as 'at promise.' Because the everyday interactions between teachers and students are realized by social talk in the classroom, classroom discourse was analyzed to study and document the teacher researchers' efforts to make changes in the locus of power in literacy teaching and learning. Their chapters are filled with classroom discourse examples to illustrate their points. The volume includes teacher inquiries conducted in elementary classrooms from kindergarten through eighth grade. Three took place in bilingual classrooms, one in a special education class. These inquires cover a range of literacy topics, including reading-aloud, language richness, writing, literature discussion groups, drama, and 'pretend' reading. The background and theoretical underpinnings of the project are discussed in an introduction written by the editors; in the conclusion they pull together the major themes in the teacher researchers' chapters and discuss the political implications of their efforts to change literacy teaching and learning in their urban classrooms.
