New Books
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Title:
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Puzzle Them
First! Motivating Adolescent Readers with Question-finding |
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Author: |
A. Vincent Ciardiello |
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Call No: |
LB1027.44 C53 |
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"Can students
learn from simply asking questions - even ones that may
never have answers?
Author A.
Vincent Ciardiello suggests that to truly learn something,
students should be bewildered or puzzled about new
knowledge. Question-finding, the unique strategy described
in this book, can help you teach content literacy by leading
your adolescent students to probe the multiple meanings of
text and ask challenging, open-ended questions.
Question-finding addresses the changing needs of
adolescents, too, by reducing social constraints and
increasing independence."
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A Teacher's Guide to Classroom Research |
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Author: |
David Hopkins |
| Edition: |
Fourth |
Call No: |
LB1028 H51 |
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"The fourth edition of this bestselling book
is a practical guide for teachers who wish to conduct research in their
classrooms and for schools that wish to improve their practice. Classroom
research, as described in this book, will enable teachers to enhance their own
or their colleagues' teaching, to test the assumptions of educational theory in
practice and to implement and evaluate whole school developments."
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Understanding and Using Reading
Assessment K-12 |
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Author: |
Peter Afflerbach |
Call
No: |
LB1050.46 A36 |
"Understanding
and Using Reading Assessment, K-12 will help you examine
and choose reading assessment in relation to current
understandings of the reading process, students'
development, and your teaching goals. Each chapter
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Focuses on a particular
type of reading assessment to familiarize you with the
broad array of assessments available
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Uses the CURRV framework
as an organizing principle to help you consider the
consequences, usefulness, roles and responsibilities,
reliability, and validity of the assessment
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Includes questions and
tasks that invite you to apply the knowledge you have
gained from the chapter
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Concludes with Reading
Assessment Snapshots, which highlight important issues
related to the assessments covered in this book."
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Using Metacognitive
Assessments to Create Individualized Reading Instruction |
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Author: |
Susan E. Israel |
Call No: |
LB1573.45 I77 |
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"This book
supplies you with easy access to different types of metacognitive assessments -
assessments that reveal students' own thinking about the reading process and
their use of before-, during-, and after-reading strategies. In addition, you'll
learn how to use the results of these assessments to gain a deeper understanding
and appreciation of your students' reading abilities and to more effectively
create individualized reading instruction."
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Adolescent Literacy
Instruction: Policies and Promising Practices |
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Editors: |
Jill Lewis, Gary Moorman |
Call No: |
LB1632 A268 |
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"The adolescents in
today's classrooms bring with them background knowledge, experiences, and skills
different from any other generation in history -- making adolescent literacy one
of the greatest challenges in education today. This compilation provides
indispensable insights to help you meet the challenge head on.
In 18 chapters contributed by leading experts in the field,
you'll explore what it means to be an adolescent in today's fast-paced world,
the impact of the current policy environment on classroom practice, how digital
and out-of-school literacies can contribute to in-school learning, and how
literacy teaching and learning is intertwined with content area instruction.
Also included are numerous resources to strengthen your classroom practice and
advance your professional development:
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Innovative teaching techniques
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First-hand accounts of district- and schoolwide literacy
initiatives
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Scores of discussion questions
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Adaptable forms and templates
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Activities for professional study groups"
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Supporting Beginning
English Teachers: Research and Implications for Teacher
Induction |
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Authors: |
Thomas M. McCann, Larry R.
Johannessen, Bernard P. Ricca |
Call No: |
PE68 U5M37 |
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"Why do some
early-career English teachers leave the profession while others stay?
Supporting Beginning English Teachers extends earlier
research about the concerns of beginning teachers in general and also examines
specifically the frustrations of beginning high school English teachers. Based
on their findings from a three-year research study, the authors review the
common concerns among beginning English teachers and the underlying factors that
make these issues distressful; they also describe new teachers' means for coping
with difficulties, their journey toward competence and confidence, and the
measures that universities, schools, and new teachers themselves can take to
increase the likelihood that promising new teachers will remain in the
profession."
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Planning and Teaching
Creatively within a Required Curriculum for Adult
Learners |
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Editors: |
Anne Burns and Helen de Silva Joyce |
Call No: |
PE1128 A2P546 |
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"The
contributors to this volume teach adult English language learners, and all have
negotiated changes to the curriculum they were required to teach. The changes
occurred in very different teaching contexts around the world and interacted in
various ways with local factors. Despite these differences, the teachers shared
a common goal: to sustain a viable, effective curriculum that reflected their
values, beliefs, and ideals. This goal led the teachers to challenge the systems
in which they worked and to struggle with the changes they believed necessary.
The chapters offer living accounts of English language curricula as they occur
in real classrooms for adult learners."
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