Best Practices in Adolescent Literacy Instruction

ISBN-13: 9781462548279 / Angielski / Twarda / 2022 / 430 str.

Opis

The definitive one-stop resource on structural equation modeling (SEM) is now in a significantly revised second edition. New chapters cover bifactor models, item parceling, multitrait–multimethod models, exploratory SEM, mixture models, SEM with small samples, and more. The book moves from fundamental SEM topics (causality, visualization, assumptions, estimation, model fit, and managing missing data); to major model types focused on unobserved causes of covariance between observed variables; to more complex, specialized applications. The expanded companion website presents full datasets, code, and output for many of the chapters, as well as bonus selected chapters from the prior edition.

Recenzje

"Insightful and engaging, this text provides educators with current knowledge and critical teaching applications. The third edition's increased attention to multimodalities and diversity and social justice makes a core text in the field even more desirable. The contributors challenge us to rethink and extend our practices to support adolescent literacy learning most effectively. I have used selected chapters in graduate courses, and the text was very well received. My students came away with both the passion and capability to implement new teaching practices and research projects."--Jacqueline Lynch, PhD, School of Education and Human Development, Florida International University

"Presented by a dream team of researchers and educators, the third edition of this text offers evidence-based methods that center literacy instruction around adolescents' strengths, interests, and lived experiences. The volume consistently demonstrates the centrality of doing literacy in a way that truly responds to the identities of the learners we serve. Not only is this approach humanizing and equitable, but it also enhances learning. Taken together, the chapters offer a powerful vision in which teachers join with students to cultivate the strategies, skills, and agency needed for reading and writing in today’s world."--Leslie David Burns, PhD, Program Chair of Secondary English Education, University of Kentucky

"This text bridges the gap between research and classroom practice in my methods course for preservice teachers. Not only are the chapters research based, but the authors also highlight youth and teacher experiences, providing a rich context for discussions about adapting literacy practices to address the various needs of students and their communities. While the third edition continues to provide exceptional resources for rigorous literacy instruction, there is a greater focus on creating space to honor cultural and linguistic diversity in the classroom. From exploring the digital literacies of Black girls to teaching multilingual text sets to challenging systemic racism across the disciplines, the new chapters are timely and speak directly to the experiences of students and teachers today.”--Anthony Celaya, PhD, Department of English, Southeast Missouri State University-Provides an array of useful ideas to strengthen and enlarge teachers' approaches to adolescent literacy instruction....Recommended. Students of all levels. (on the first edition)--Choice Reviews, 12/01/2008

Spis treści

Foreword, Donna E. Alvermann
I. Valuing Adolescents
1. Texts and Adolescents: Embracing Connections and Connectedness, Alfred W. Tatum
2. Cultivating a Multilingual Classroom Community: A Focus on Texts, Maneka Deanna Brooks
3. The Role of Motivation in Engaged Literacy Practices of Adolescents, David G. O’Brien, Deborah R. Dillon, Yongjun Lee, & Casey Norton
4. #EyebrowsOnFleek: Centering Black Girls’ Performative Digital Literacies in the Urban Secondary Context, Delicia Tiera Greene
5. Teaching Literacy to Youth Who Struggle with Academic Literacies, Aubrey N. Comperatore & Leigh A. Hall
II. Developing Literacy Strategies
6. A Model for Equity and Access: Teaching Adolescent Literacy through a Black Historical Lens, Gholnecsar E. Muhammad & Chelsea Moodie
7. Academic Language Development for Adolescents: Multiple Contexts/Multiple Opportunities, Linda Kucan
8. Comprehension in Secondary Schools, Douglas Fisher, Nancy Frey, & John Almarode
9. Creating and Sustaining Inclusive Writing Communities for Adolescents, Bryan Ripley Crandall, Kelly Chandler-Olcott, & Elizabeth Carol Lewis
10. Engaging Adolescents with Multiple Texts in Literacy Instruction, Byeong-Young Cho, Lindsay Woodward, & Min-Young Kim
III. Developing Disciplinary Literacies
11. Traveling Together over Difficult Ground: Negotiating Success with a Profoundly Inexperienced Reader in an Introduction to Chemistry Class, Cindy Litman & Cynthia L. Greenleaf
12. Fostering Acquisition of Mathematics Language, Codruta Temple & Kathleen A. Hinchman
13. Teaching History and Literacy, Timothy Shanahan & Cynthia Shanahan
14. Teaching Literary Literacy, Emily C. Rainey & Scott Storm
15. Reading and Challenging Texts in High School: How Teachers Can Scaffold and Build Anti-Racist Reading for Social Justice in the Disciplines, Elizabeth Birr Moje & Jennifer Speyer Baker
IV. Addressing Program and Policy Issues
16. Culturally Compelling Teaching, Multimodality, and Transmediation in an Eighth-Grade English Class, Andrea L. Tochelli-Ward & Fenice B. Boyd
17. Reimagining/Disrupting Reading Interventions: A Focus on Situated Literacy Learning, Youth Identities, and Meaningful Social Relationships, Katherine K. Frankel & Julie E. Learned
18. Differentiated Literacy Instruction for Adolescent Students, Zaline Roy-Campbell
19. Assessment for Literacy Growth and Content Learning in Secondary Schools, William G. Brozo
20. Coaching and Growing Literacy Communities of Practice, Josephine Peyton Marsh, David R. Krauter, Lettice E. Pelotte, & Deborah Gonzalez
Index

O autorze

Kathleen A. Hinchman, PhD, is Professor Emerita of Reading and Language Arts Education at Syracuse University. Her scholarship looks at teachers’ and students’ perspectives on literacy instruction and has been widely published in journals and books. A former middle school teacher, Dr. Hinchman has served on the boards of directors of the New York State Reading Association, the Literacy Research Association, and ProLiteracy Worldwide. She is a member of the Reading Hall of Fame.

Heather K. Sheridan-Thomas, EdD, is a retired public school administrator who worked in multiple school districts in and around Ithaca, New York. As a secondary school literacy teacher, she cotaught extensively with subject-area teachers. Dr. Sheridan-Thomas has also been a teacher education professor, most recently teaching literacy across the curriculum for preservice teachers at Ithaca College and elementary social studies methods at the State University of New York at Cortland. Her ongoing service is offered to honor teachers’ expertise and support adolescents’ efforts to be literate, culturally aware, and thoughtful stewards of this planet.