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Handbook of Research on Teaching the English Language Arts.
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Otros Autores: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Mahwah :
Routledge,
2003.
|
| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Contents
- List of Contributors
- Preface
- Part I: HISTORICAL AND THEORETICAL PERSPECTIVES FOR ENGLISH LANGUAGE ARTS TEACHING AND LEARNING
- 1 The History of the Profession
- 2 Historical Considerations: An International Perspective
- 3 Linguistics and Teaching the Language Arts
- 4 A Psychological Analysis of What Teachers and Students Do in the Language Arts Classroom
- 5 Child Development
- 6 Anthropology and Research on Teaching the English Language Arts
- 7 Literary Theory
- 8 The Tao of Instructional Models
- 9 Who Has the Power? Policymaking and Politics in the English Language Arts10 Trends and Issues in Research in the Teaching of the English Language Arts
- Part II: METHODS OF RESEARCH ON ENGLISH LANGUAGE ARTS TEACHING
- 11 Understanding Research on Teaching the English Language Arts: An Introduction for Teachers
- 12 Teacher Professionalism and the Rise of Multiple Literacies: How to Describe Our Specialized Knowledge?
- 13 The Design of Empirical Research
- 14 What Longitudinal Studies Say About Literacy Development/What Literacy Development Says About Longitudinal Studies15 Case Studies: Placing Literacy Phenomena Within Their Actual Context
- 16 Ethnography as a Logic of Inquiry
- 17 Teacher Researcher Projects: From the Elementary School Teacher's Perspective
- 18 Teacher Inquiry Into Literacy, Social Justice, and Power
- 19 Synthesis Research in Language Arts Instruction
- 20 Fictive Representation: An Alternative Method for Reporting Research
- 21 Contemporary Methodological Issues and Future Directions in Research on the Teaching of EnglishPart III: RESEARCH ON LANGUAGE LEARNERS
- 22 Who Really Goes to School? Teaching and Learning for the Students We Really Have
- 23 The Development of the Young Child and the Emergence of Literacy
- 24 Student Achievement and Classroom Case Studies of Phonics in Whole Language First Grades
- 25 Development in the Elementary School Years
- 26 Today's Middle Grades: Different Structures, Students, and Classrooms
- 27 The Learner Develops: The High School Years
- 28 Literacy Learning After High School29 Children with Reading Difficulties
- 30 Teaching Bilingual and ESL Children and Adolescents
- 31 Language Varieties, Culture and Teaching the English Language Arts
- 32 Variation in Language and the Use of Language Across Contexts: Implications for Literacy Learning
- 33 Issues in Teacher Preparation and Staff Development in English Language Arts
- 34 Teacher Evaluation
- 35 Pursuing Diversity
- Part IV: ENVIRONMENTS FOR ENGLISH LANGUAGE ARTS TEACHING
- 36 The Elementary School Classroom