The teacher and the classroom created by Nell K. Duke, Gina N. Cervetti and Crystal N. Wise

By:

Duke, Nell K [author]

Contributor(s):

Material type: Text

TextSeries: Journal of Education ; Volume 196, number 3Boston: BUSE, 2016Content type:

text

Media type:

unmediated

Carrier type:

volume

ISSN:

00220574

Subject(s):

Teacher -- Classroom

LOC classification:

LB5 JOU

Online resources:

Click here to access online

Abstract: In Becoming a Nation of Readers (BNR) (1985), Richard C. Anderson, Elfrieda H. Hiebert, Judith A. Scott, and Ian A. G. Wilkinson argued that the quality of teaching is a powerful influence on children's reading development–more powerful than the influence of the general teaching approach or materials used. In this article, we focus on one research tradition in the area of literacy teaching quality: case studies of teachers who are identified as effective or exemplary as literacy educators. Review of these studies reveals a wide range of well-coordinated practices used by effective literacy educators, echoing, expanding, and deepening points made in BNR.

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Holdings
Item type	Current library	Call number	Vol info	Copy number	Status	Notes	Date due	Barcode
Journal Article	Main Library - Special Collections	LB5 JOU (Browse shelf(Opens below))	Vol. 196, no. 3 (pages 35-44)	SP28275	Not for loan	For in house use

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Previous	LB5 JOU From “what is reading?” to what is literacy?	LB5 JOU Emerging Reading and the Social Practice Turn in Literacy: Still becoming a nation of readers	LB5 JOU Extended–-and Extending–-Literacies	LB5 JOU The teacher and the classroom	LB5 JOU Epilogue: looking back to look ahead	LB5 JOU Difference not deficit: Reconceptualizing mathematical learning disabilities	LB5 JOU Becoming a Researcher: a reflection	Next

In Becoming a Nation of Readers (BNR) (1985), Richard C. Anderson, Elfrieda H. Hiebert, Judith A. Scott, and Ian A. G. Wilkinson argued that the quality of teaching is a powerful influence on children's reading development–more powerful than the influence of the general teaching approach or materials used. In this article, we focus on one research tradition in the area of literacy teaching quality: case studies of teachers who are identified as effective or exemplary as literacy educators. Review of these studies reveals a wide range of well-coordinated practices used by effective literacy educators, echoing, expanding, and deepening points made in BNR.

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