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Best Practices in Writing Instruction, Second Edition

Editat de Steve Graham, Charles A. MacArthur, Jill Fitzgerald
en Limba Engleză Paperback – 29 mar 2013
An indispensable teacher resource and course text, this book presents evidence-based practices for helping all Kߝ12 students develop their skills as writers. Every chapter draws clear connections to the Common Core State Standards (CCSS). Leading authorities describe how to teach the skills and strategies that students need to plan, draft, evaluate, and revise multiple types of texts. Also addressed are ways for teachers to integrate technology into the writing program, use assessment to inform instruction, teach writing in the content areas, and tailor instruction for English language learners and struggling writers. Helpful case examples are featured throughout.
New to This Edition
Revised and expanded to address the CCSS.
Incorporates the latest research and instructional procedures.
Chapters on teaching argumentative and informative writing.
Chapters on college and career readiness, writing to learn, writing about texts, and response to intervention.
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Specificații

ISBN-13: 9781462510085
ISBN-10: 1462510086
Pagini: 444
Dimensiuni: 151 x 238 x 25 mm
Greutate: 0.6 kg
Ediția:Second Edition,.
Editura: Guilford Publications

Cuprins

Part I: Designing Writing Programs. Graham, Harris, Designing an Effective Writing Program. Coker, Jr., Writing Instruction in Preschool and Kindergarten. Perin, Best Practices in Teaching Writing for College and Career Readiness. Part II: Types and Purposes of Writing. McKeough, A Developmental Approach to Teaching Narrative Composition. Ferretti, Lewis, Best Practices in Teaching Argumentative Writing. Newell, Van Der Heide, Wilson, Best Practices in Teaching Informative Writing from Sources. Klein, Meichi Yu, Best Practices in Writing to Learn. Part III: Strategies for Teaching and Learning in Writing. Lassonde, Richards, Best Practices in Teaching Planning for Writing. MacArthur, Best Practices in Teaching Evaluation and Revision. Saddler, Best Practices in Sentence Construction Skills. Schlagal, Best Practices in Spelling and Handwriting. Boscolo, Gelati, Best Practices in Promoting Motivation for Writing. Karchmer-Kleil, Best Practices in Using Technology to Support Writing. Shanahan, Best Practices in Writing about Text. Calfee, Greitz Miller, Best Practices in Writing Assessment for Instruction. Part IV: Special Populations. Olson, Scarcella, Matuchniak,Best Practices in Teaching Writing to English Learners: Reducing Constraints to Facilitate Writing Development. Troia, Writing Instruction within a Response-to-Intervention Framework: Prospects and Challenges for Elementary and Secondary Classrooms.

Recenzii

"Designed to drive classroom practice, this book has the potential to revolutionize how writing is taught in today's schools and classrooms. The editors and contributors describe how instruction should evolve to meet the writing standards of the Common Core. The volume also addresses important writing skills and processes that are not addressed in the CCSS but are necessary for a balanced, comprehensive writing program. It distills a dense body of research into a highly readable synthesis of what is core and critical to K/n-/12 writing instruction. For current or aspiring teachers - as well as administrators whose responsibilities include leading, supporting and developing teachers - this is a 'must read.'" - Catherine D'Aoust, MS, University of California, USA
"This second edition, with chapters written by prominent researchers, shares the latest evidence-based practices in writing instruction and assessment. Literacy teachers and teacher educators will benefit from coverage of hot topics in writing, including the CCSS, writing instruction in a response-to-intervention framework, and teaching English language learners. This is a book for multiple audiences—educators can use the content to build a research-based writing program, while college and university instructors will find it a 'must have' for their courses." - Natalie G. Olinghouse, PhD, University of Connecticut, USA
"The book provides a thorough and incisive consideration of new and effective practices in writing instruction, giving timely attention to the CCSS. This is a rich source for current research and best practice guidelines that is sure to be of interest to people engaged in all aspects of writing instruction, including teaching, curriculum development, assessment, and research. It is a valuable text for both graduate and undergraduate courses." - Joanna P. Williams, PhD, Columbia University, USA

Notă biografică

Steve Graham, EdD, is the Warner Professor in the Mary Lou Fulton Teachers College at Arizona State University. A current editor of the Journal of Writing Research, he has received many awards, including the Career Research Award from the Council for Exceptional Children, and is a Fellow of the American Educational Research Association. The author or editor of numerous books on writing instruction, he is coeditor of the Guilford series What Works for Special-Needs Learners. His research focuses on identifying the factors that contribute to writing development and writing difficulties, developing and validating effective instructional procedures for teaching writing, and the use of technology to enhance writing performance.
Charles A. MacArthur, PhD, is Professor of Special Education and Literacy in the School of Education at the University of Delaware. He served as coeditor of the Journal of Special Education and serves on the editorial boards of several other journals. His major research interests include writing development and instruction for struggling writers, adult literacy, development of self-regulated strategies, and applications of technology to support reading and writing. Dr. MacArthur has published over 100 articles and book chapters and several books, including the Handbook of Writing Research (coedited with Steve Graham and Jill Fitzgerald).
Jill Fitzgerald, PhD, is Distinguished Research Scientist at MetaMetrics in Durham, North Carolina, and Professor Emerita at the University of North Carolina at Chapel Hill, where she is currently Adjunct Research Professor in the School of Education. She is a recipient of the American Educational Research Association's Outstanding Review of Research Award and the International Reading Association's Dina Feitelson Research Award, and is a member of the Reading Hall of Fame. Her research interests center on literacy issues for multilingual learners and understanding text complexity. With more than 100 publications, Dr. Fitzgerald is associate editor of the Journal of Educational Psychology and serves on the editorial boards of several other journals.