Accessible and comprehensive, this text introduces a transdisciplinary framework for literacy instruction in grades K-12. This cutting-edge volume addresses the need for literacy instruction that crosses disciplines to provide students with knowledge they can apply to existing and emerging fields.
Accessible and comprehensive, this text introduces a transdisciplinary framework for literacy instruction in grades K-12. This cutting-edge volume addresses the need for literacy instruction that crosses disciplines to provide students with knowledge they can apply to existing and emerging fields.
Enrique A. Puig, Ed.D., is Director of the Morgridge International Reading Center at the University of Central Florida, USA. Kathy S. Froelich, Ph.D., is Clinical Associate, at the School of Teacher Education at Florida State University, USA, retired.
Inhaltsangabe
Foreword by Brian Cambourne Acknowledgements Prelude Interlude: Understanding rationales and dispositions Chapter 1 Curating the K-12 transdisciplinary learning environment Chapter 2 Understanding an integrated model of transdisciplinary literacy learning as a process Chapter 3 Co-triangulating to inform K-12 instruction Interlude: Defining K-12 instructional practices Chapter 4 Using considerate and inconsiderate multimodal texts Chapter 5 Defining Grades 9-12 instructional practices within a K-12 literacy framework Chapter 6 Defining Grades 6-8 instructional practices within a K-12 literacy framework Chapter 7 Defining Grades 3-5 instructional practices within a K-12 literacy framework Chapter 8 Defining Grades K-2 instructional practices within a K-12 literacy framework Interlude: Building a foundation for implementation Chapter 9 Developing a literacy leadership team to refine and sustain a K- 12 transdisciplinary literacy framework for instruction Chapter 10 Transdisciplinary literacy coaching on a continuum of professional learning Chapter 11 Engaging in multi-tiered systems of upport, response to intervention/instruction, and professional learning communities of practice in a K-12 transdisciplinary literacy framework Epilogue: Lessons learned References Glossary Index
Foreword by Brian Cambourne Acknowledgements Prelude Interlude: Understanding rationales and dispositions Chapter 1 Curating the K-12 transdisciplinary learning environment Chapter 2 Understanding an integrated model of transdisciplinary literacy learning as a process Chapter 3 Co-triangulating to inform K-12 instruction Interlude: Defining K-12 instructional practices Chapter 4 Using considerate and inconsiderate multimodal texts Chapter 5 Defining Grades 9-12 instructional practices within a K-12 literacy framework Chapter 6 Defining Grades 6-8 instructional practices within a K-12 literacy framework Chapter 7 Defining Grades 3-5 instructional practices within a K-12 literacy framework Chapter 8 Defining Grades K-2 instructional practices within a K-12 literacy framework Interlude: Building a foundation for implementation Chapter 9 Developing a literacy leadership team to refine and sustain a K- 12 transdisciplinary literacy framework for instruction Chapter 10 Transdisciplinary literacy coaching on a continuum of professional learning Chapter 11 Engaging in multi-tiered systems of upport, response to intervention/instruction, and professional learning communities of practice in a K-12 transdisciplinary literacy framework Epilogue: Lessons learned References Glossary Index
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