ERIC Number: ED309401
Record Type: RIE
Publication Date: 1989
Reference Count: N/A
Teachers and Research: Language Learning in the Classroom.
Pinnell, Gay Su, Ed.; Matlin, Myna L., Ed.
This book provides information culled from classroom research, including some from teacher researchers, for those engaged in creating educational settings that support children's development of language and literacy. The book contains the following chapters: (1) "Observing Carlos: One Day of Language Use in School" (Mary M. Kitagawa); (2) "What Teachers and Children Do in a Language Rich Classroom" (Nancy G. Platt); (3) "Comments from a Teacher Researcher" (Vera E. Milz); (4) "Involving Teachers in Classroom Research" (Marie M. Clay); (5) "Observing Readers and Writers: A Teacher and a Researcher Learn Together" (Myna L. Matlin and Robert C. Wortman); (6) "A Teacher's Experience with Change" (Vida Louise Welsh); (7) "Teacher as Learner: Implications for Staff Development" (Angela M. Jaggar); (8) "Integrating the Curriculum for Teacher Preparation" (Charlotte S. Huck); (9) "Teacher Research and Decision Making: An Administrator's View" (Donald S. Monroe); (10) "Using Research to Create a Supportive Literacy Climate" (Gay Su Pinnell); (11) "Teacher Support Groups: Why and How" (Dorothy J. Watson and Margaret T. Stevenson); and (12) "Language Development: Issues, Insights, and Implementation" (Kenneth S. Goodman). A 25-page suggested reading list, "Whole Language Theory, Practice, and Assessment" (Angela M. Jaggar and Kathy T. Harwood) is appended. (MS)
Descriptors: Classroom Research, Decision Making, Elementary Secondary Education, Higher Education, Language Acquisition, Language Arts, Language Research, Literacy Education, Reading Research, Teacher Education, Teacher Educator Education, Teacher Educators, Teacher Researchers, Writing Research
International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139 (Book No. 350; $7.25 member, $10.75 nonmember).
Publication Type: Books; Reports - Evaluative
Education Level: N/A
Authoring Institution: International Reading Association, Newark, DE.