Becoming literate: The construction of inner control.
Portsmouth, NH: Heinemann. Cox, B. Evidence of planning in dialogue and monologue by five-year-old emergent readers. National Reading Conference Yearbook, 31, Creswell, J.
Qualitative inquiry and research design: Choosing among the five traditions. Thousand Oaks, CA: Sage. Qualitative inquiry and research traditions: Choosing among the five traditions. Qualitative inquiry and research design: Choosing among five approaches. Daniels, H. Teaching the best practice way: Methods that matter, K Portland, ME: Stenhouse. Darling-Hammond, L. Powerful teacher education: Lessons from exemplary programs. De Naeghel, J.
The relation between elementary students' recreational and academic reading motivation, reading frequency, engagement, and comprehension: A self-determination theory perspective. Journal of Educational Psychology, , Deshler, D. Leading to improve teacher effectiveness: Implications for practice, reform, research, and policy. B Crockett, B. Boscardin Eds.
Dorn, L. Apprenticeship in literacy. Duke, N. The development of comprehension. Handbook of Reading Research, Vol.
New York, NY: Routledge. Dukes, S. Phenomenological methodology in the human sciences.
Journal of Religion and Health, 23, Fang, Z. A review of research on teacher beliefs and practices. Educational researcher, 38 1 , Journal of Research in Childhood Education, 13, Fosnot, C. Constructivism: A psychological theory of learning. Fosnot Ed. Constructivism: Theory, perspectives, and practice pp. Gambrell, L. Best practices in literacy instruction. Georgi, A. A descriptive phenomenological method in psychology: A modified Husserlian approach. Gredler, M. Learning and instruction: Theory into practice.
New York, NY: Routledge. Educational Leadership, 68 6 , 16 — BOUD, D. Hawthorne, NY : Aldine. They depend on the attitudes, beliefs, skills, and capacity of staff; the school climate, including norms for interactions; and the practices and procedures that are adopted for instruction, classroom management, school discipline, and more. The learning environment supports motivation when learning and mastery goals are emphasized, rather than grades or performance goals. A number of approaches can be taken to do this but it will be essential that the final document is logical and consistent.
Hempenstall, K. The role of phonemic awareness in beginning reading: A review. Behavior Change, 14, International Reading Association. Excellent reading teachers: A position statement. Learning to read and write: Developmentally appropriate practices for young children. Joint Statement. Kennedy, M.
Everyone talks about "best practice" teaching--but what does it actually look like in the classroom? How do working teachers translate complex curriculum standards into simple, workable classroom structures that embody exemplary instruction--and. Everyone talks about "best practice" teaching—but what does it actually look like in the classroom? How do working teachers translate complex curriculum.
The role of pre-service teacher education. Sykes Eds.
Lortie, D. Schoolteachers: A sociological study. Munby, H. Richardson Ed. National Center for Education Statistics. National Council of Teachers of English. The NCTE definition of 21st century literacies. National Reading Panel.
Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Piaget, J. Equilibration of cognitive structures. Polkinghorne, D. Phenomenological research methods: In R. Halling Eds.
Existential phenomenological perspectives in psychology pp. New York: Plenum. Purcell-Gates, V. Learning to read and write genre specific text: Roles of authentic experience and explicit teaching. Reading Research Quarterly, 42 1 , Richardson, V. American Educational Research Journal, 28 3 , Robinson, A.
Best practices in gifted education. Waco, TX: Prufrock Press. Schweiker, K. Research findings on awareness, acceptance, and practice of emergent literacy theory. ED Smith, K. Next, several teachers representing different grade levels and school communities explain how they adopted the basic model, adapted it to their students' needs, and made it their own.
Fully updating and expanding "Methods that Matter" Stenhouse, , "Teaching the Best Practice Way" adds the stories of twenty more celebrated teachers, including James Beane, Donna Ogle, Franki Sibberson, and others from around the country. A brand-new chapter focuses on reading as thinking, detailing the ways teachers can nurture strategic readers--readers who not only deeply understand the printed materials they encounter in school, but who also bring these cognitive strategies to their "reading" of film, art, music, and their experience of the world.
The book also shares new research studies that validate the principles and activities of best practice teaching, along with lists of recommended materials that support each of the seven methods. Unique in the field, "Teaching the Best Practice Way" speaks to all teachers, K, with stories, examples, and practical classroom materials for the teachers of all children. This is "the" book for teachers, schools, and districts that believe the big ideas about teaching really do cross all grade levels. Education professors will also find this an ideal resource for use in methods courses.