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Investigating Disciplinary Literacy: A Framework for Collaborative Professional Learning [Kõva köide]

, Foreword by , ,
  • Formaat: Hardback, 216 pages, kõrgus x laius x paksus: 233x157x17 mm, kaal: 420 g
  • Ilmumisaeg: 15-Aug-2017
  • Kirjastus: Harvard Educational Publishing Group
  • ISBN-10: 1682530698
  • ISBN-13: 9781682530696
Teised raamatud teemal:
Investigating Disciplinary Literacy: A Framework for Collaborative Professional LearningSuurem pilt
  • Formaat: Hardback, 216 pages, kõrgus x laius x paksus: 233x157x17 mm, kaal: 420 g
  • Ilmumisaeg: 15-Aug-2017
  • Kirjastus: Harvard Educational Publishing Group
  • ISBN-10: 1682530698
  • ISBN-13: 9781682530696
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781682530696.html
Märksõnad:
Investigating Disciplinary Literacy presents a framework for conducting professional learning cycles focused on disciplinary literacy, based on professional development and research projects that the authors have conducted with a range of districts over the past 5 years. In addition to outlining the steps of the cycle, the authors identify four "working habits" essential to initiating and sustaining DL projects: balancing content with process; creating a culture of adaptation and invention; attending equally to intermediate and DL skills; and positioning teachers and leaders as learners within projects. Written in a reader-friendly voice for a practitioner audience, the book provides practical, research-based guidance for those seeking to collaborativelyexplore and implement DL-related practices in context-specific, meaningful ways--Provided by publisher.

Investigating Disciplinary Literacy provides practical, research-based guidance for teachers seeking to strengthen students’ reading, writing, and communication skills in subjects from the humanities to the sciences.


Investigating Disciplinary Literacy provides practical, research-based guidance for teachers seeking to strengthen students’ reading, writing, and communication skills in subjects from the humanities to the sciences. The authors present a framework for conducting professional development cycles based on disciplinary literacy-related learning and district-based research projects they have conducted over the past five years.
 
The book outlines the steps in the cycle and identifies four “working habits” essential to initiating and sustaining disciplinary literacy projects: balancing content with process; creating a culture of adaptation and invention; attending equally to intermediate and subject-specific literacy skills; and positioning teachers and leaders as learners within projects. The book, written in a reader-friendly voice, shows how educators can collaboratively explore and implement disciplinary literacy-related practices in context-specific, meaningful ways.
 
Foreword ix
Elizabeth A. City
Introduction 1(10)
PART ONE BRINGING TOGETHER DISCIPLINARY LITERACY AND PROFESSIONAL LEARNING
1 The Challenge of Disciplinary Literacy
11(16)
2 Focusing on Professional Learning
27(12)
3 A New Model for Disciplinary Literacy Professional Learning
39(16)
PART TWO DESIGNING AND ENACTING DISCIPLINARY LITERACY PROFESSIONAL LEARNING
4 Forming a Leadership Team and Identifying Readiness for Change
55(14)
5 Assessing Needs and Identifying Levers for Change
69(18)
6 Forming Teams of Content and/or Cross-Content Area Teachers and Leaders
87(18)
7 Making Initial Meaning of Disciplinary Literacy Principles and Practices
105(20)
8 Collaboratively Inquiring into Domains of Disciplinary Literacy Practice
125(14)
9 Designing, Testing, and Assessing New Disciplinary Literacy Practices
139(16)
10 Refining and Sharing New Disciplinary Literacy Practices
155(12)
11 Ending Well
167(8)
Notes 175(8)
Acknowledgments 183(2)
About the Authors 185(2)
About the Contributors 187(2)
Index 189
Christina L. Dobbs is a doctoral student in human development and education at the Harvard Graduate School of Education.

Jacy Ippolito is an assistant professor in the School of Education at Salem State University.

Elizabeth A. City is executive director of the Doctor of Education Leadership Program and lecturer on education at the Harvard Graduate School of Education.