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Solving Problems in the Teaching of Literacy Ser.: Reading to Learn : Lessons fr
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Libro en perfecto estado y poco leído. La tapa no tiene desperfectos y si procede, con sobrecubierta para las tapas duras. Incluye todas las páginas sin arrugas ni roturas. El texto no está subrayado ni resaltado de forma alguna, y no hay anotaciones en los márgenes. Puede presentar marcas de identificación mínimas en la contraportada o las guardas. Muy poco usado. Consulta el anuncio del vendedor para obtener más información y la descripción de cualquier posible imperfección.
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Ubicado en: Oshkosh, Wisconsin, Estados Unidos
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Entrega prevista entre el sáb. 18 oct. y el vie. 24 oct. a 94104
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N.º de artículo de eBay:154312616504
Última actualización el 28 mar 2025 19:27:19 H.EspVer todas las actualizacionesVer todas las actualizaciones
Características del artículo
- Estado
- For Speakers Of
- English
- Personalized
- No
- Features
- soft cover
- Modified Item
- No
- ISBN
- 9781572307629
Acerca de este producto
Product Identifiers
Publisher
Guilford Publications
ISBN-10
1572307625
ISBN-13
9781572307629
eBay Product ID (ePID)
2202780
Product Key Features
Number of Pages
254 Pages
Language
English
Publication Name
Reading to Learn : Lessons from Exemplary Fourth-Grade Classrooms
Publication Year
2002
Subject
Teaching Methods & Materials / Reading & Phonics, Curricula, Literacy, Books & Reading
Type
Textbook
Subject Area
Literary Criticism, Language Arts & Disciplines, Education
Series
Solving Problems in the Teaching of Literacy Ser.
Format
Trade Paperback
Dimensions
Item Height
0.7 in
Item Weight
13.2 Oz
Item Length
9 in
Item Width
6 in
Additional Product Features
Intended Audience
Scholarly & Professional
LCCN
2002-024461
Reviews
"This book is a gift, offering a rare opportunity to examine the complexities and dilemmas of successful fourth-grade literacy teaching. Allington and Johnston provide the theoretical and research foundation to make Reading to Learn an excellent text for preservice teachers and graduate students. Yet the policy discussion and rich descriptions of classrooms across the country where fourth-grade students achieve at high levels will also make it a valuable resource for elementary teacher study groups. Will join our list of 'must-reads.'"--Brenda Joiner Overturf, EdD, District Reading Specialist, Jefferson County Public Schools, Louisville, KY "This book sets the pace for what teaching--and therefore, assessment--could and should become. The authors provide rich descriptions of classroom environments where students enthusiastically and confidently accept responsibility for their own learning during the fourth-grade shift from 'learning to read' to 'reading to learn.' The voices of students are clearly heard in the case studies, and the lack of a 'cookie-cutter' model of teaching is reassuring. The key ingredients of effective instruction are illuminated, including inquiry, dialogue, diversity, variety, participation, and respect. Together, these concepts add up to learning that is serious fun!"--Kathy N. Headley, EdD, Department of Reading Education, Clemson University "Reading to Learn is a powerful portrayal of literacy teaching in American schools, captured in the revealing stories of six exemplary fourth-grade teachers. Giving new meaning to the term 'high stakes,' the authors offer compelling evidence that literacy teaching in fourth grade is an effortful, multidimensional, and highly complex enterprise. They put the focus back where it belongs--on student-teacher interactions rather than formalized tests and overly simplistic reforms. This volume should be required reading for every educator and policymaker concerned with literacy development in today's post-industrial society."--Patricia A. Alexander, PhD, Department of Human Development, University of Maryland, "[The authors] use this text as a political statement to illustrate that high-stakes testing and 'proven' commercial programs do not produce excellent classrooms or exemplary teachers. The authors present a powerful argument against high-stakes testing and for the necessity of shifting the current focus of the reading debate."--Childhood Education "Reading to Learnoffers an encouraging glimpse into an alternative to the current test heavy approach to fourth grade instruction....This book should be required reading for teachers, and not only those responsible for fourth grade. It should also be read by those who make the big decisions that teachers must then implement."--Teacher College Record "Allington (Univ. of Florida) and Johnson (Univ. of Albany) illustrate in rare detail the art of teaching, providing rich descriptions of classrooms where teachers and students successfully engage in the processes that promote learning. In an age where the pressure of accountability has led many educators to emphasize the pragmatic, thus sharply reducing student engagement and the effective classroom interactions that stimulate responsibility and inquiry, this book offers proof that stimulating thinking and literacy in an integrated manner will not only produce students who like to learn and feel good about their accomplishments, but will raise test scores as well. The vignettes capture the spirit of learning environments and remind us that teaching, while based on philosophy, planning, and curriculum, also concerns the social process of human interactions and the constructivist process of framing meanings, sometimes in unexpected ways. It is then that the personal qualities of teachers shine, testifying to their art. Based on solid research, this is a must-read for preservice teachers and a thoughtful stimulus for practicing elementary teachers. This opportunity to sit in the classrooms of six highly successful fourth-grade teachers and observe them in action is not to be missed by anyone who cares about developing literacy. Recommended for undergraduate and graduate students and educational professionals."--Choice, "[The authors] use this text as a political statement to illustrate that high-stakes testing and 'proven' commercial programs do not produce excellent classrooms or exemplary teachers. The authors present a powerful argument against high-stakes testing and for the necessity of shifting the current focus of the reading debate."--Childhood Education "Reading to Learn offers an encouraging glimpse into an alternative to the current test heavy approach to fourth grade instruction....This book should be required reading for teachers, and not only those responsible for fourth grade. It should also be read by those who make the big decisions that teachers must then implement."--Teacher College Record "Allington (Univ. of Florida) and Johnson (Univ. of Albany) illustrate in rare detail the art of teaching, providing rich descriptions of classrooms where teachers and students successfully engage in the processes that promote learning. In an age where the pressure of accountability has led many educators to emphasize the pragmatic, thus sharply reducing student engagement and the effective classroom interactions that stimulate responsibility and inquiry, this book offers proof that stimulating thinking and literacy in an integrated manner will not only produce students who like to learn and feel good about their accomplishments, but will raise test scores as well. The vignettes capture the spirit of learning environments and remind us that teaching, while based on philosophy, planning, and curriculum, also concerns the social process of human interactions and the constructivist process of framing meanings, sometimes in unexpected ways. It is then that the personal qualities of teachers shine, testifying to their art. Based on solid research, this is a must-read for preservice teachers and a thoughtful stimulus for practicing elementary teachers. This opportunity to sit in the classrooms of six highly successful fourth-grade teachers and observe them in action is not to be missed by anyone who cares about developing literacy. Recommended for undergraduate and graduate students and educational professionals."--Choice, "This book is a gift, offering a rare opportunity to examine the complexities and dilemmas of successful fourth-grade literacy teaching. Allington and Johnston provide the theoretical and research foundation to makeReading to Learnan excellent text for preservice teachers and graduate students. Yet the policy discussion and rich descriptions of classrooms across the country where fourth-grade students achieve at high levels will also make it a valuable resource for elementary teacher study groups. Will join our list of 'must-reads'."--Brenda Joiner Overturf, EdD, District Reading Specialist, Jefferson County Public Schools, Louisville, KY "This book sets the pace for what teaching--and therefore, assessment--could and should become. The authors provide rich descriptions of classroom environments where students enthusiastically and confidently accept responsibility for their own learning during the fourth-grade shift from 'learning to read' to 'reading to learn.' The voices of students are clearly heard in the case studies, and the lack of a 'cookie-cutter' model of teaching is reassuring. The key ingredients of effective instruction are illuminated, including inquiry, dialogue, diversity, variety, participation, and respect. Together, these concepts add up to learning that is serious fun!"--Kathy N. Headley, EdD, Department of Reading Education, Clemson University "Reading to Learnis a powerful portrayal of literacy teaching in American schools, captured in the revealing stories of six exemplary fourth-grade teachers. Giving new meaning to the term 'high stakes,' the authors offer compelling evidence that literacy teaching in fourth grade is an effortful, multidimensional, and highly complex enterprise. They put the focus back where it belongs--on student-teacher interactions rather than formalized tests and overly simplistic reforms. This volume should be required reading for every educator and policymaker concerned with literacy development in today's postindustrial society."--Patricia A. Alexander, PhD, Department of Human Development, University of Maryland, "This book is a gift, offering a rare opportunity to examine the complexities and dilemmas of successful fourth-grade literacy teaching. Allington and Johnston provide the theoretical and research foundation to makeReading to Learnan excellent text for preservice teachers and graduate students. Yet the policy discussion and rich descriptions of classrooms across the country where fourth-grade students achieve at high levels will also make it a valuable resource for elementary teacher study groups. Will join our list of 'must-reads.'"--Brenda Joiner Overturf, EdD, District Reading Specialist, Jefferson County Public Schools, Louisville, KY "This book sets the pace for what teaching--and therefore, assessment--could and should become. The authors provide rich descriptions of classroom environments where students enthusiastically and confidently accept responsibility for their own learning during the fourth-grade shift from 'learning to read' to 'reading to learn.' The voices of students are clearly heard in the case studies, and the lack of a 'cookie-cutter' model of teaching is reassuring. The key ingredients of effective instruction are illuminated, including inquiry, dialogue, diversity, variety, participation, and respect. Together, these concepts add up to learning that is serious fun!"--Kathy N. Headley, EdD, Department of Reading Education, Clemson University "Reading to Learnis a powerful portrayal of literacy teaching in American schools, captured in the revealing stories of six exemplary fourth-grade teachers. Giving new meaning to the term 'high stakes,' the authors offer compelling evidence that literacy teaching in fourth grade is an effortful, multidimensional, and highly complex enterprise. They put the focus back where it belongs--on student-teacher interactions rather than formalized tests and overly simplistic reforms. This volume should be required reading for every educator and policymaker concerned with literacy development in today's post-industrial society."--Patricia A. Alexander, PhD, Department of Human Development, University of Maryland, "This book is a gift, offering a rare opportunity to examine the complexities and dilemmas of successful fourth-grade literacy teaching. Allington and Johnston provide the theoretical and research foundation to make Reading to Learn an excellent text for preservice teachers and graduate students. Yet the policy discussion and rich descriptions of classrooms across the country where fourth-grade students achieve at high levels will also make it a valuable resource for elementary teacher study groups. Will join our list of 'must-reads'."--Brenda Joiner Overturf, EdD, District Reading Specialist, Jefferson County Public Schools, Louisville, KY "This book sets the pace for what teaching--and therefore, assessment--could and should become. The authors provide rich descriptions of classroom environments where students enthusiastically and confidently accept responsibility for their own learning during the fourth-grade shift from 'learning to read' to 'reading to learn.' The voices of students are clearly heard in the case studies, and the lack of a 'cookie-cutter' model of teaching is reassuring. The key ingredients of effective instruction are illuminated, including inquiry, dialogue, diversity, variety, participation, and respect. Together, these concepts add up to learning that is serious fun!"--Kathy N. Headley, EdD, Department of Reading Education, Clemson University " Reading to Learn is a powerful portrayal of literacy teaching in American schools, captured in the revealing stories of six exemplary fourth-grade teachers. Giving new meaning to the term 'high stakes,' the authors offer compelling evidence that literacy teaching in fourth grade is an effortful, multidimensional, and highly complex enterprise. They put the focus back where it belongs--on student-teacher interactions rather than formalized tests and overly simplistic reforms. This volume should be required reading for every educator and policymaker concerned with literacy development in today's postindustrial society."--Patricia A. Alexander, PhD, Department of Human Development, University of Maryland
Dewey Edition
21
Afterword by
Duffy, Gerald G.
Dewey Decimal
372.4
Table Of Content
I. What Do We Know and Need to Know about Good Fourth-Grade Teaching? 1. Teaching Fourth Grade in the 21st Century 2. What Do We Know about Effective Fourth-Grade Teachers II. What Do Good Fourth-Grade Classrooms Look and Feel Like? 3. Inquiry and Good Conversation: ""I Learn a Lot from Them"" Peter H. Johnston and Joan Backer 4. ""Responsibility and Respect for Themselves and for Whatever It Is They're Doing"": Learning to Be Literate in an Inclusive Classroom Gay Ivey 5. ""Focus on the Real and Make Sure It Connects to Kids' Lives"" Ruth Wharton-McDonald and June Williamson 6. ""We Learn from Each Other"": Collaboration and Community in a Bilingual Classroom Jeni Pollack Day 7. A Caring, Responsible Learning Community Peter H. Johnston and Mary Ellen Quinlan 8. ""I Want Students Who Are Thinkers"" Peter H. Johnston, Tracey Bennett, and John Cronin III. What Have We Learned about Good Fourth-Grade Teaching? 9. Integrated Instruction in Fourth-Grade Classrooms 10. Literate Achievements in Fourth Grade 11. The Nature of Good Fourth-Grade Teaching Shifting the Focus of the Reading Debate: A Cautionary Afterword Gerald G. Duffy Appendix. Achievement Growth on Standardized Reading Tests References Children's Publications Cited Index
Synopsis
Fourth-graders around the country face new, high-stakes standardized tests, drawing increased attention to the need for effective literacy instruction in the upper-elementary grades. This essential book goes beyond political catch-phrases to examine what actually works in the fourth-grade classroom. After reviewing current research on upper-elementary reading instruction, the book takes readers directly into the classrooms of six highly successful teachers. Like the previously published Learning to Read, which focused on the first grade, Reading to Learn offers a rare view of the techniques and strategies good teachers use to engage students, help them develop as thoughtful readers and writers, and bolster self-directed learning and literate conversation. Bringing to life the complexities of day-to-day work with diverse students, the book provides inspiration and practical ideas for any teacher in the upper-elementary grades., This essential book goes beyond political catch-phrases to examine what actually works in the fourth-grade classroom.
LC Classification Number
LB1573.A47 2002
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