Essential Questions in Adolescent Literacy: Teachers and Researchers Describe What Works in Classrooms PDF
Preview Essential Questions in Adolescent Literacy: Teachers and Researchers Describe What Works in Classrooms
EssEntial QuEstions in adolEscEnt litEracy Essential Questions in Adolescent Literacy teachers and researchers describe What Works in classrooms Edited by Jill Lewis Foreword by Elizabeth Birr Moje THE GUILFORD PRESS New York London © 2009 The Guilford Press A Division of Guilford Publications, Inc. 72 Spring Street, New York, NY 10012 www.guilford.com All rights reserved No part of this book may be reproduced, translated, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, microfilming, recording, or otherwise, without written permission from the Publisher. Printed in the United States of America This book is printed on acid-free paper. Last digit is print number: 9 8 7 6 5 4 3 2 1 Library of Congress Cataloging-in-Publication Data Essential questions in adolescent literacy : teachers and researchers describe what works in classrooms / edited by Jill Lewis. p. cm. Includes bibliographical references and index. ISBN 978-1-60623-268-2 (hardcover)–ISBN 978-1-60623-267-5 (pbk.) 1. Language arts (Middle school) 2. Language arts (Secondary) I. Lewis, Jill, Ed.D. LB1631.E86 2009 428.0071′2—dc21 2008047684 To David with love About the Editor Jill Lewis, EdD, is Professor of Literacy Education at New Jersey City University. Previously she taught high school English in public schools and directed a reading lab at a community college. She has published numerous articles, chapters, and books on adolescent literacy, content- area reading, professional development, and advocacy, and presents her work widely in the United States and internationally. Dr. Lewis is a past member of the Board of Directors of the International Reading Associa- tion and a recipient of its Special Service Award. vii Contributors Laura Azcoitia, MA, Larkin High School, Elgin, Illinois Rita M. Bean, PhD, Department of Instruction and Learning, School of Education, University of Pittsburgh, Pittsburgh, Pennsylvania Tom Bean, PhD, Department of Curriculum and Instruction, College of Education, University of Nevada Las Vegas, Las Vegas, Nevada Deanna Birdyshaw, PhD, School of Education, University of Michigan, Ann Arbor, Michigan Kathryn E. Carroll, EdD, Pittsburgh Lincoln K–8, Pittsburgh Public Schools, Pittsburgh, Pennsylvania Avivah Dahbany, PhD, private practice, East Brunswick, New Jersey Barbara Davis, BSEd, Ninety Six High School, Ninety Six, South Carolina Benita Dillard, MA, Odyssey High School, Las Vegas, Nevada Mary Dillingham, PhD, Wren High School, Piedmont, South Carolina Fabiola P. Ehlers-Zavala, PhD, Department of English, Colorado State University, Fort Collins, Colorado Francine Falk-Ross, PhD, Department of Literacy Education, School of Education, Pace University, Pleasantville, New York April Ficklin, MA, Adult and Graduate Studies, Southern Wesleyan University, Central, South Carolina Victoria Ridgeway Gillis, PhD, Department of Teacher Education, Eugene T. Moore School of Education, Clemson University, Clemson, South Carolina Leigh Haltiwanger, MA, Upper Savannah Mathematics and Science Regional Center and Lander University, Greenwood, South Carolina Helen Harper, PhD, Department of Curriculum and Instruction, College of Education, University of Nevada Las Vegas, Las Vegas, Nevada ix
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