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Standards for Reading Professionals—Revised 2010 by International Reading Association Pdf
What should reading professionals know and be able to do? The fully updated and revised Standards 2010 identifies the performance criteria necessary to assess competence of reading educators and to design programs to foster this competence. Two new professional role categories are addressed: (1) the middle and high school content teacher and (2) the middle and high school reading classroom teacher. Also, with the addition of a new diversity standard, Standards 2010 addresses the urgent need for preparing reading professionals to teach today’s increasingly diverse student population. Standards 2010 also provides matrixes that list each role with the corresponding elements of each standard, to help you view a specific standard’s element and its description across all roles.
Preparing Reading Professionals by Rita M. Bean,Natalie Heisey,Cathy M. Roller Pdf
"Preparing Reading Professionals, created to complement the International reading Association's Standards for Reading Professinals - Revised 2010, brings together key book chapters, journal articles, and news briefs to give you an in-depth picture of the demands of each standard. Each section provides further readings as well as reflection questions ideal for teacher education, book-study groups, and personal professional development. To show each of the standards in action - and help you see how each standard element might be implemented within your own program - the collection is organized into parts that correspond to the six standards: 1. Foundational knoweldge; 2. Curriculum and instruction; 3. Assessment and evaluation ; 4. Diversity; 5. Literate environment; 6. Professional learning and leadership.
Literacy Program Evaluation and Development Initiatives for P-12 Teaching by Lawrence, Salika A. Pdf
Teacher leadership is a critical component of effective curriculum assessment and professional development. With teacher-led inquiry being utilized, schools can better improve their learning programs. Literacy Program Evaluation and Development Initiatives for P-12 Teaching is a pivotal resource for the latest research on the benefits of using teacher educators to facilitate the assessment and improvements of school literacy programs. Highlighting a range of relevant topics on professional learning and teacher leadership, this book is ideally designed for school administrators, teachers, researchers, and academics.
What’s Hot in Literacy by Evan Ortlieb,Stephanie Grote-Garcia,Jack Cassidy,Earl H. Cheek Jr Pdf
This book showcases hot topics in literacy, providing teachers with practices for literacy improvement. The international scholars which comprise the author line-up for this edited collection describe the evidence-based research findings from their research in K-12 schools to demonstrate how literacy success is fostered across the globe.
Best Practices of Literacy Leaders by Allison Swan Dagen,Rita M. Bean Pdf
This authoritative text and practitioner resource has now been extensively revised and expanded with 70% new material covering new topics and standards in literacy leadership. Prominent experts present research-based methods for improving instruction, assessment, and professional learning experiences in PreK–12. The distinct roles of teachers, reading/literacy specialists, literacy coaches, special educators, and principals are explored, with an emphasis on fostering a culture of collaboration. Chapters highlight the standards that apply to each component of a schoolwide literacy program, give examples of what they look like in schools, and share implications for classroom practice and professional learning. Pedagogical features include guiding questions, case examples, vignettes, engagement activities, and annotated resources for further learning. New to This Edition *Now copublished with the International Literacy Association (ILA) and grounded in ILA's updated Standards 2017; expanded grade range includes PreK. *Chapters on new topics: writing instruction, sustaining schoolwide improvements, and collaborative leadership. *New chapters on core topics: the principal’s role, assessment, middle and high school literacy programs, special education, and culturally responsive instruction. *Vignettes from leaders in diverse roles, “Think About This” questions for discussion/reflection, and end-of-chapter annotated resources.
Handbook of Professional Development in Education by Linda E. Martin,Sherry Kragler,Diana J. Quatroche,Kathryn L. Bauserman Pdf
This comprehensive handbook synthesizes the best current knowledge on teacher professional development (PD) and addresses practical issues in implementation. Leading authorities describe innovative practices that are being used in schools, emphasizing the value of PD that is instructive, reflective, active, collaborative, and substantive. Strategies for creating, measuring, and sustaining successful programs are presented. The book explores the relationship of PD to adult learning theory, school leadership, district and state policy, the growth of professional learning communities, and the Common Core State Standards. Each chapter concludes with thought-provoking discussion questions. The appendix provides eight illuminating case studies of PD initiatives in diverse schools.
The SAGE Handbook of Early Childhood Literacy by Joanne Larson,Jackie Marsh Pdf
This new edition of the much-loved Handbook of Early Childhood Literacy has been revised and updated to retain its cutting-edge focus on emergent and important areas of research. This comprehensive work guides the reader through current social, cultural and historical analysis on a global scale. The new edition contains a greater range of methodologies, and chapters on: - space and literacy - disabilities and early childhood literacy - digital literacies - indigenous literacy - play and literacy - policy In the Handbook, readers will find coverage of all the key topics in early childhood literacy. The exceptional list of contributors offers in-depth expertise in their respective areas of knowledge. The Handbook is essential for Undergraduate students; Masters students; PhD students; CPD students; researchers, and literacy-centre personel. 'The second edition of this internationally respected and widely used text encompases a myriad of new issues and insights, both through new contributions and thoughtfully revised chapters which raise fresh questions and challenges for research and practice. In pushing the boundaries still further, the handbook retains its rightful place at the forefront of research into early childhood literacy practice in the 21st century' -Professor Teresa Cremin, Open University UK 'This handbook provides in-depth knowledge of insights and theories about the dynamic process of how children come to know literacy as thinking humans in social and cultural spaces. There is a rich array of research perspectives of children's meaning-making through family and digital liteacies, play and literacy, and in-school and out-of-school literacy experiences' - Yetta Goodman, Regents Professor, University of Arizona
What works in early grade literacy instruction by Jennae Bulat,Margaret Dubeck,Paula Green,Karon Harden,Catherine Henny,Mónika Mattos,Alison Pflepsen,Ana Robledo,Yasmin Sitabkhan Pdf
Over the past decade, RTI International has pursued the goal of quality, inclusive, differentiated early grade literacy instruction in nearly 30 early grade reading or early grade literacy programs in low- and middle-income (LMI) countries. Across our diverse portfolio, we have supported Ministries of Education (Ministries) in diverse contexts in their development and implementation of research-based early grade literacy programs and have learned important lessons based on our experience working with Ministries to design, develop, and implement early grade literacy programs. This paper describes the core elements that we have found to improve early grade literacy instruction and learner outcomes: the approach to teaching (Teach), the availability of quality, relevant learner materials (Text), the effective use of instructional time (Time), the use of formative assessment to guide instruction (Test), and provision of instruction in the most effective language (Tongue). This paper focuses on the acquisition of literacy in alphabetic and alphasyllabic languages in the early primary years (most typically, academic levels 1 through 3) and the kinds of exposures, instruction, and support learners need to become fully literate. These are the elements of a literacy program that can be taught, that should be present in teaching and learning materials and in teacher trainings, and that relate specifically to what happens in a classroom Many more factors contribute to literacy acquisition. However, we focus on the core elements in this paper to delve deeper and facilitate a richer discussion about these components. No one-size-fits-all approach to the development and implementation of literacy programs exists; the local context and constraints of any implementation can require adaptation and adjustments. In many cases, the fully diversified approach to early grade literacy instruction described in the classroom scenario has not yet been achieved. However, we hope that this compilation of lessons learned and best practices achieved through our experiences will help to further the efforts of all to provide high-quality, effective literacy instruction to all learners, particularly those in LMI countries.
Teaching the Language Arts by Denise Johnson,Elizabeth Dobler,Thomas DeVere Wolsey Pdf
Teaching the Language Arts helps readers envision their future classrooms, including the role technology will play, as they prepare to be effective teachers. The book’s multimedia digital format represents a distinctive way to learn about teaching—combining traditional and electronic content, resources, and pedagogy to create a powerful, interactive experience that encourages active learning. Readers can explore a rich array of teaching tools and experiences, including an effective blend of classroom photographs (taken by the authors during school visits), student samples, podcast interviews with teachers and students, classroom videos, and online resources—all of which allow readers to learn from real-world classrooms. This book’s unique and engaging voice, supported by its multimedia approach, will help future and in-service teachers bring the language arts to life in their own classrooms. Visit the Companion Website at www.routledge.com/cw/dobler for information on accessing the interactive e-book and additional ideas and resources to help you and your students use it to its full potential.
Handbook of Reading Assessment by Sherry Mee Bell,R. Steve McCallum Pdf
The Handbook of Reading Assessment, Second Edition, covers the wide range of reading assessments educators must be able to use and understand to effectively assess and instruct their students. Comprehensive and filled with numerous authentic examples, the text addresses informal classroom based assessment, progress monitoring, individual norm-referenced assessment, and group norm-referenced or ‘high-stakes’ testing. Coverage includes assessment content relevant for English language learners and adults. A set of test guidelines to use when selecting or evaluating an assessment tool is provided. New and updated in the Second Edition Impact on reading assessment of Common Core Standards for literacy; increased top-down focus on accountability and high stakes tests; innovations in computerized assessment of reading Latest developments in Response to Intervention (RTI) model, particularly as they impact reading assessment International Reading Association standards for reading educators and brief discussion of International Dyslexia Association standards Types of reading assessment, including discussion of formative versus summative assessment Expanded coverage of assessment of reading motivation Expanded coverage of writing assessment New and revised assessments across genres of reading assessment Companion Website: numerous resources relevant to reading and writing assessment; suggestions for evidence-based instructional practices that can be linked to assessment results; PowerPoint slides; test bank; study guides; application exercises
Inquiries Into Literacy Learning and Cultural Competencies in a World of Borders by Tonya Huber,Philip S. Roberson Pdf
The vision of this book has been to represent the work of educators and scholars invested in moving education beyond insular models of language study and cultural awareness to more globally representative and inclusive interactions that range from the studied word to the lived experience, and from reading the word to read the world (Freire & Macedo, 1987). A fundamental aspect of this vision is to recognize the living nature of language and its intricate role in culture. Culture is mediated through language (Hauerwas, Skawinski, & Ryan, 2017, p. 202) and the linguistic experience of difference is essential for developing cultural competence beyond surface culture considerations. The editors of this volume are committed to a closer bond between literacy learning and cultural competencies, particularly when literacy practices and education are often characterized by quantifiable standards and accountability restraints. Readers of this volume will find meaningful and practical approaches to engage with learners from their earliest encounter with language(s), through adolescence and adulthood, and across ever-changing local and global communities.
Tep Vol 29-N1 by Teacher Education and Practice Pdf
Teacher Education and Practice, a peer-refereed journal, is dedicated to the encouragement and the dissemination of research and scholarship related to professional education. The journal is concerned, in the broadest sense, with teacher preparation, practice and policy issues related to the teaching profession, as well as being concerned with learning in the school setting. The journal also serves as a forum for the exchange of diverse ideas and points of view within these purposes. As a forum, the journal offers a public space in which to critically examine current discourse and practice as well as engage in generative dialogue. Alternative forms of inquiry and representation are invited, and authors from a variety of backgrounds and diverse perspectives are encouraged to contribute. Teacher Education & Practice is published by Rowman & Littlefield.
Collaborative Models for Librarian and Teacher Partnerships by Kennedy, Kathryn Pdf
Once considered designated storytellers, modern library professionals are emerging as experts in technology integration, information literacy, and curriculum alignment. Though, their collaboration with technology specialists and administrators continues to be a struggle. Collaborative Models for Librarian and Teacher Partnerships brings together best practices and innovative technological approaches in establishing the media specialist-teacher partnership. Highlighting theoretical concepts of case based learning, knowledge repositories, and professional learning communities; this book is an essential practical guide for professional development specialists, administrators, library media specialists, as well as teacher educators interested in maintaining and developing collaborative instructional partnerships using emerging digital technologies.
Handbook of Research on Reconceptualizing Preservice Teacher Preparation in Literacy Education by Araujo, Juan J.,Araujo, Dawn L. Pdf
As it stands, there is currently a void in education literature in how to best prepare preservice teachers to meet the needs of individualized learners across multiple learning platforms, social/economical contexts, language variety, and special education needs. The subject is in dire need of support for the ongoing improvement of administrative, clinical, diagnostic, and instructional practices related to the learning process. The Handbook of Research on Reconceptualizing Preservice Teacher Preparation in Literacy Education stimulates the professional development of preservice and inservice literacy educators and researchers. This book also promotes the excellence in preservice and inservice literacy both nationally and internationally. Discussing topics such as virtual classrooms, critical literacy, and teacher preparation, this book serves as an ideal resource for tenure- track faculty in literacy education, clinical faculty, field supervisors who work with preservice teacher educators, community college faculty, university faculty who are in the midst of reconceptualizing undergraduate teacher education curriculum, mentor teachers working with preservice teachers, district personnel, researchers, students, and curricula developers who wish to understand the needs of preservice teacher education.
