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Becoming a Teacher Researcher in Literacy Teaching and Learning : Strategies and Tools for the Inquiry Process.
Practical, engaging, and informed by current ideas on teacher research, this text outlines and illustrates strategies and experiences to foster literacy teachers' abilities to conduct action research in their classrooms or schools.
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Hoboken :
Taylor & Francis,
2011.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
| LEADER | 00000cam a2200000Mi 4500 | ||
|---|---|---|---|
| 001 | EBOOKCENTRAL_ocn707068714 | ||
| 003 | OCoLC | ||
| 005 | 20240329122006.0 | ||
| 006 | m o d | ||
| 007 | cr |n|---||||| | ||
| 008 | 110314s2011 xx o 000 0 eng d | ||
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| 020 | |a 9780203836095 | ||
| 020 | |a 020383609X | ||
| 029 | 1 | |a AU@ |b 000048804448 | |
| 029 | 1 | |a DEBSZ |b 430957882 | |
| 035 | |a (OCoLC)707068714 | ||
| 050 | 4 | |a LB1573.P195 2011 | |
| 082 | 0 | 4 | |a 372.607/2 |
| 049 | |a UAMI | ||
| 100 | 1 | |a Pappas, Christine C. | |
| 245 | 1 | 0 | |a Becoming a Teacher Researcher in Literacy Teaching and Learning : |b Strategies and Tools for the Inquiry Process. |
| 260 | |a Hoboken : |b Taylor & Francis, |c 2011. | ||
| 300 | |a 1 online resource (289 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 505 | 0 | |a Book Cover; Title; Copyright; Contents; Preface; Part One: Defining, Planning, and Starting Your Teacher Research; Chapter 1: So, What Is Teacher Research Anyway?; Chapter 2: Creating Your Research Questions: The First Step in Inquiry; Chapter 3: Planning Your Inquiry; Chapter 4: Writing a Preliminary Literature Review to Inform Your Inquiry; Part Two: Enacting, Analyzing, and Writing Up Your Inquiry; Chapter 5: Strategies for Data Collection; Chapter 6: Analysis: What Do the Data Mean?; Chapter 7: Writing Up Your Inquiry as an Evocative Account; Part Three: Teacher Researcher Reports;Chapter 8: Katie Paciga's Inquiry PaperReading, Writing, and Sharing: The Journey to Become Kindergarten Authors; Chapter 9: Cindy Pauletti's Inquiry Paper; Word Detectives: Students Using Clues to Identify Unknown Words in Text; Chapter 10: Kristen Terstriep's Inquiry Paper; Toss Out Your Dictionaries: A Look at More Effective Vocabulary Instruction; Chapter 11: Sandra Zanghi's Inquiry Paper; Letting Their Voices Be Heard: Improving Literature Response Participation during Read-Alouds through Small-Group Discussions; Chapter 12: Tara Braverman's Inquiry Paper; What's This Word? Helping Sixth Grade Students Use Reading and Vocabulary Strategies IndependentlyChapter 13: Libby Tuerk's Inquiry Paper; Let's Read: Motivating Junior High Students to Become Lifelong Readers; Chapter 14: Meg Goethals's Inquiry Paper; "Books That Have Ghetto Feelings": How Reading Workshop Increases Inner-City Eighth-Graders' Motivation, Engagement, and Comprehension; Chapter 15: Dawn Siska's Inquiry Paper; Challenging the "I Quit!": Going Round and Round with Literature Circles in a Secondary Reading Classroom; Chapter 16: Courtney Wellner's Inquiry Paper; "But This IS My Final Draft!" Making Peer Writing Conferences More Effective for Struggling Ninth Grade StudentsChapter 17: Shannon Dozoryst's Inquiry Paper; Using Writing Workshop to Guide Revision; Chapter 18: Nicole Perez's Inquiry Paper; Coaching as a Collaborative Process; Chapter 19: Catherine Plocher's Inquiry Paper; Coaching for Change in a K-8 Urban Elementary School: Building Cultures of Collaboration and Reflective Practices; Epilogue: Further Reflections and Possibilities; Appendix A: General Peer Conferencing Form; Appendix B: Common APA (American Psychological Association) Citing ConventionsAppendix C: Reminders Regarding Grammatical and Other Language Usage; Index. | |
| 520 | |a Practical, engaging, and informed by current ideas on teacher research, this text outlines and illustrates strategies and experiences to foster literacy teachers' abilities to conduct action research in their classrooms or schools. | ||
| 588 | 0 | |a Print version record. | |
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Reading (Elementary) | |
| 650 | 0 | |a English language |x Composition and exercises |x Study and teaching (Elementary) | |
| 650 | 6 | |a Lecture (Enseignement primaire) | |
| 650 | 7 | |a English language |x Composition and exercises |x Study and teaching (Elementary) |2 fast | |
| 650 | 7 | |a Reading (Elementary) |2 fast | |
| 700 | 1 | |a Tucker-Raymond, Eli. | |
| 758 | |i has work: |a Becoming a teacher researcher in literacy teaching and learning (Text) |1 https://id.oclc.org/worldcat/entity/E39PCYwYJd7rfpwB3kyTppctrq |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Pappas, Christine C. |t Becoming a Teacher Researcher in Literacy Teaching and Learning : Strategies and Tools for the Inquiry Process. |d Hoboken : Taylor & Francis, ©2011 |z 9780415996204 |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=668378 |z Texto completo |
| 938 | |a ProQuest Ebook Central |b EBLB |n EBL668378 | ||
| 994 | |a 92 |b IZTAP | ||