Professor Evan Ortlieb (St John's University, USA), Professor Earl H. Cheek, Jr (Monash University, Australia), Wolfram
For the last five years or so, there has been a universal increase in expectations for academic writing alongside high-stakes tests, as students must master writing for pragmatic purposes including argumentative papers, dialogic narratives, and even research reports. All the while, research related to how to effectively prepare these students for success has been stymied with an over emphasis on other areas of literacy. This volume will feature prominent researchers sharing their evidence-based successes partnering with teachers in K-12 classrooms. It will have 3 sub-sections according to...
For the last five years or so, there has been a universal increase in expectations for academic writing alongside high-stakes tests, as students must ...
Professor Evan Ortlieb (St John's University, USA), Professor Earl H. Cheek, Jr (Louisiana State University, USA)
This book presents recent research related to how issues of diversity are addressed within literacy instruction for K-12 learners. Over the last decade, issues of diversity have promulgated within the field of literacy. Recent revisions to teacher education standards call for new approaches to professional development to ensure that educators are positioned to view and utilize diversity as an advantage within their classrooms and notions of what constitutes diversity are expanding. As the population of learners continues to diversify, literacy teachers must be equipped with knowledge of...
This book presents recent research related to how issues of diversity are addressed within literacy instruction for K-12 learners. Over the last decad...
Mary McVee (University at Buffalo, USA), Professor Evan Ortlieb (St John's University, USA), Jennifer Reichenberg (Medai
Educators are always in search of approaches that promote student development and academic achievement. Engaging learners in purposeful instruction in skills and strategies is a cornerstone in every classroom. The gradual release of responsibility (GRR) model requires the responsibility of learning to shift from being teacher-centric towards students gradually assuming responsibility as independent learners. In the last 35 years, the gradual release of responsibility model of instruction has become synonymous with some of the most effective approaches to teach both skills and content to...
Educators are always in search of approaches that promote student development and academic achievement. Engaging learners in purposeful instruction i...
