Overview

Full Product Details

Author:   Tamara L. Jetton ,  Cynthia Shanahan ,  James Batcheller ,  Larry Burditt
Publisher:   Guilford Publications
Imprint:   Guilford Press
Dimensions:   Width: 15.20cm , Height: 2.00cm , Length: 22.90cm
Weight:   0.390kg
ISBN:  

9781462502806

ISBN 10:   1462502806
Pages:   274
Publication Date:   16 March 2012
Audience:   College/higher education ,  Professional and scholarly ,  Postgraduate, Research & Scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Available To Order  
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Table of Contents

1. Learning from Text: Adolescent Literacy from the Past Decade, Tamara L. Jetton and Richard Lee 2. The Challenges of Reading Disciplinary Texts, Zhihui Fang 3. How Disciplinary Experts Read, Cynthia Shanahan 4. A Model for Teacher Planning with Text in the Academic Disciplines, Tamara L. Jetton and Richard Lee 5. Learning with Text in English/Language Arts, Troy Hicks and Susan Steffel 6. Learning with Text in Science, Cynthia Shanahan 7. Reconceptualizing Literacy and Instruction for Mathematics Classrooms, Daniel Siebert and Roni Jo Draper 8. Learning with Texts in History: Protocols for Reading and Practical Strategies, Bruce VanSledright 9. Learning with Text in the Arts, Kathleen Moxley, James Batcheller, Larry Burditt, Sue Gamble, Alan J. Gumm, Johanna Paas, and Judy Thurston

Reviews

This volume rewards the interested reader many times over. The editors offer a classic blend of accomplished authors providing important insights on a topic of great value. The book addresses both theory and practice. It describes not only how students construct meaning in the different content domains, but also how they use this constructed meaning in discipline-related acts of literacy. The evolution in understanding disciplinary literacy is reflected in the Common Core State Standards and the National Assessment of Educational Progress; this book provides the means to meet the demand for high-quality teaching in this area. --Peter P. Afflerbach, PhD, Department of Curriculum and Instruction, University of Maryland <br> Meeting the needs of current and future teachers alike, this book makes explicit what many educators take for granted--the notion that middle and high school students must learn to read, write, and think in qualitatively different ways when entering into content-a

Author Information

Tamara L. Jetton, PhD, is Professor in the Department of Teacher Education and Professional Development at Central Michigan University. A former public school teacher for 10 years, she is interested in three particular areas of literacy: strategic reading to improve comprehension in the academic disciplines, learning through classroom discussions, and writing processes. Her research and publications mirror these interests. Dr. Jetton has dedicated her professional career to the goal of helping teachers improve the reading comprehension of adolescents who struggle in the academic disciplines. Cynthia Shanahan, EdD, is Professor of Literacy, Language and Culture; Executive Director of the Council on Teacher Education; and Associate Dean of Academic Affairs at the University of Illinois at Chicago. In her role as professor, Dr. Shanahan prepares preservice and inservice teachers to teach middle and high school literacy. She previously taught college students to meet the reading and study demands of their college courses at Georgia State University and the University of Georgia. Her research and teaching interests are in disciplinary literacy.

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