ERIC Number: ED375374
Record Type: RIE
Publication Date: 1994
Reference Count: N/A
Pathways for Literacy: Learners Teach and Teachers Learn. The Sixteenth Yearbook of the College Reading Association.
Sturtevant, Elizabeth G., Ed.; Linek, Wayne M., Ed.
This 1994 yearbook presents 24 papers and a summary of the dissertation award winner "Overcoming Misconceptions about Science Beliefs" (G. Qian). Papers are: "The Roots of Reading: Preserving the Heritage of a Profession" (N. A. Stahl and others; "CRA Professional Programs and Progress: A Personal Twenty-Five Year Perspective" (James E. Walker); "The Cohesiveness of Preservice and Inservice Teachers' Whole Language Perceptions and the Information Sources Contributing to This Knowledge" (R. J. Rickelman and others); "Change as a Process: A View of an Instructor and Her Students" (M. B. Sampson and W. M. Linek); "Preservice Teacher's Epistemology of Diagnostic Reading Instruction: Observations of Shifts During Coursework Experience (Barbara J. Walker and Kathy Roskos); "Analyzing Preservice Teachers' Efficacy Beliefs and Conceptions of Literacy Development" (R. Johnson and N. E. Hoffman); "Moving toward Change: One School's Experience" (J. Shapiro); "Mental Imagery, Text Illustrations, and Reading Comprehension of Adult Readers" (B. J. Walker and others); "Workplace Literacy: Why Participants Dropped Out of School and Why They Remain in a Workplace Program" (S. B. Merlin); "The Creation of Writing/Reading Intensive Discipline-Specific Courses (A. Friedman and J. Resnick); "Processes and Learning Strategies: What Works for Postsecondary Students" (YeVette McWhorter); and "Writer's Block: A Case Study of Holistic Intervention Using Reader Response and Metacognitive Writing Tasks" (E. V. Newton); "Using Technology in Support of Preservice Teachers' Generative Learning" (V. J. Risko and others); "Authentic Contexts for Learning to Teach: Approximation and Feedback in Field-Based Preservice Literacy Courses" (M. E. Robbins and L. Patterson); "The Efficacy of a Site-Based Literacy Methods Course Developed within the Context of a School-University Partnership" (S. Lefever-Davis and J. P. Helfeldt); "Literature-Based Instruction in Preservice Teacher Education" (M. Craig and others); "Classroom Research in Cooperative Learning: Assessing Methodology in a Teaching of Reading Course" (J. Elliot and B. Illig); Using Peer Coaching To Provide Additional Feedback to Preservice Teachers of Reading in an Early Field Experience (Nancy A. Anderson and others); "The Research Process of Eighth-Grade Students" (S. J. Davis and M. A. Wham); "Increasing Story Recall through Prereading Instruction: Use of Advanced Organizers Combined with Teacher-Guided Discussion" (S. D. Rinehart and others); "Read to Me? A Program Designed To Enhance Children's Attitudes toward Reading through Teacher and Parent Read Alouds" (J. E. Barnhart and M. A. Wham); "Storymates: A Cross-Age Reading Program" (B. J. Fox); and "Curriculum, Instruction, and Evaluation in Ohio's Family Literacy Programs" (N. D. Padak). (RS)
Descriptors: Adults, Classroom Research, Educational Change, Elementary Secondary Education, Higher Education, Literacy, Methods Courses, Program Descriptions, Reading Instruction, Reading Programs, Recall (Psychology), Scientific Concepts, Teacher Attitudes, Teacher Education, Whole Language Approach, Writing Apprehension
Publication Type: Collected Works - General; Books
Education Level: N/A
Authoring Institution: College Reading Association.
Note: For the 15th Yearbook, see ED 361 665.