Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts

Part 1 Theoretical Bases for Communicative and Visual Arts Teaching; Introduction, Paul Messaris; Chapter 1 Literacy for the Information Age, Renee Hobbs; Chapter 2 Television as a Learning Environment: A Theory of Synergy, Susan B. Neuman; Chapter 3 TV Viewing, Reading and Media Literacy, Roger Desmond; Chapter 4 Television and Language Learning, Michael Willmorth; Chapter 5 Visual Communication Skills and Media Literacy, Michael Griffin, Dona Schwartz; Chapter 6 Visual Intelligence and Analogical Thinking, Paul Messaris; Chapter 7 Visual Intelligence and Spatial Aptitudes, Georgette Page; Chapter 8 Exploring Future Media, John Carey; Chapter 9 Balancing Act: Using Drama to Even the Exchange of Information in the Classroom, Jennifer Lynn Wolf; Chapter 10 Navigating the Changing Landscape of Literacy: Current Theory and Research in Computer-Based Reading and Writing, David Reinking, Linda Labbo, Michael McKenna; Part 2 Methods of Inquiry in Communicative and Visual Arts Teaching; Introduction: Explorations in Crossing Boundaries, Donna E. Alvermann; Chapter 11 Ethnography for the Study of Performance in the Classroom, Steven Z. Athanases; Chapter 12 Transcription and Representation in Literacy Research, Carolyn D. Baker; Chapter 13 Methodology in Teacher Research: Three Cases, James F. Baumann, Betty Shockley Bisplinghoff, JoBeth Allen; Chapter 14 Assessing Development and Learning Over Time, Robert Calfee; Chapter 15 Children Out of Bounds: The Power of Case Studies in Expanding Visions of Literacy Development, Anne Haas Dyson; Chapter 16 Ethnography and Ethnographers of and in Education: A Situated Perspective, Judith Green, David Bloome; Chapter 17 Remaking Sense, Reshaping Inquiry: Feminist Metaphors and A Literacy of the Possible, Lorri Neilsen; Chapter 18 Making 'Collaboration' Problematic in Collaborative School-University Research: Studying with Urban Teacher Researchers to Transform Literacy Curriculum Genres, Christine C. Pappas; Chapter 19 Poetic Representation, Laurel Richardson; Chapter 20 Alternative Methodology for Diagnostic Assessment of Written and Verbal Responses to Works of Art, Carol Susann Stavropoulos; Chapter 21 A National Policy Perspective on Research Intersections Between Literacy and the Visual/Communicative Arts, Anne P. Sweet; Chapter 22 Learning With Multiple Symbol Systems: Possibilities, Realities, Paradigm Shifts and Developmental Considerations, Robert J. Tierney; Part 3 Research on Language Learners in Families, Communities, and Classrooms; Introduction, Victoria Chou; Chapter 23 Telling Their Stories, Singing Their Songs, Mara Krechevsky, Ulla C. Malkus; Chapter 24 Deaf Children as Literacy Learners: Tom, Robbie, and Paul, Claire L. Ramsey; Chapter 25 Youth Genre in the Classroom: Can Children's and Teachers' Cultures Meet?, Colette Daiute; Chapter 26 Bridging Home and School Literacies: Models for Culturally Responsive Teaching, A Case For African-American English, Carol D. Lee; Chapter 27 Student Conversations: Provocative Echoes, Eleanor Binstock; Chapter 28 Street Literacy, Dwight Conquergood; Chapter 29 Intergenerational Discourses: Life Texts of African-American Mothers and Daughters, Vivian L. Gadsden; Chapter 30 Community Literacy: From Home to Work and Back, Gary Pharness, Lee Weinstein; Chapter 31 A Grass Roots Think Tank: Linking Writing and Community Building, Hal Adams; Part 4 Research on Language Teachers: Conditions and Contexts; Introduction, Dorothy S. Strickland; Chapter 32 Preparing Language Arts Teachers in a Time of Reform, Pamela L. Grossman, Sheila W. Valencia, Frederick L. Hamel; Chapter 33 Becoming a Member of a Professional Language Learning Community, Janet L. Olson; Chapter 34 Teacher Preparation in the Language Arts: A Synthesis, Josefina Villamil Tinajero, Ana Huerta-Macias; Chapter 35 Exploring Voices of the Language Arts Universe: From Tin can Telephones to Satellite Missions, Debra Bayles, Nancy Roser; Chapter 36 Teachers Reflecting on Practice, Richard T. Vacca, JoAnne L. Vacca, Beverly Bruneau; Chapter 37 Putting it in Perspective: Administrating Art Education for Literacy, Richard P. Mesa; Chapter 38 Preparing Preservice Teachers to Teach Multicultural Literature, Arlette Ingram Willis, Violet J. Harris; Part 5 Expanding Instructional Environments: Teaching, Learning, and Assessing the Communicative and Visual Arts; Chapter 39A Introduction, Nancy Roser; Chapter 39 Instructional Environments for Language and Learning: Considerations for Young Children, Lesley Mandel Morrow, Diane H. Tracey; Chapter 40 Dramatic Play, Context, and Children's Communicative Behavior, A.D. Pellegrini; Chapter 41 Drama Worlds: Places of the Heart, Head, Voice, and Hand in Dramatic Interpretation, Shelby Wolf, Brian Edmiston, Patricia Enciso; Chapter 42 From Storytelling to Going On-Line: Language and Literacy Opportunities in the Elementary School, Marilyn C. Scala, Virginia C. Schroder; Chapter 43 "What Have you Learned?": Co-Constructing the Meaning of Time, Gordon Wells, Gen Ling Chang-Wells; Chapter 44 The Literary Text: Its Future in the Classroom, Richard L. Venezky; Chapter 45 Instructional Environments for Language and Literacy: Considerations for the Adult Learner, G.Sticht Thomas; Chapter 46 Film, Video, and Books: Some Considerations for Learning and Teaching, Lawrence Baines; Chapter 47 Electronic Discourse Communities: Theory, Practice, and Research, Wayne M. Butler; Chapter 48 The Future of Television in the Home and in the Classroom: Evidence for Impact, Joan M. Shiring; Chapter 49 Newspapers and On-Line Text: Essentials of the Literacy Environment, Karen D. Wood, Jim Nicholson; Chapter 50 Reading Comics, the Invisible Art, Shirley Brice Heath, Vikram Bhagat; Chapter 51 Accountability Through Assessment and Instruction, Roger Farr, Eugene Jongsma; Part 6 Research Perspectives on Curricular, Extracurricular, and Policy Perspectives; pt6Introduction, James R. Squire; Chapter 52 Who Determines Policy, Power and Politics and What are Their Attitudes?, Robert E. Shafer; Chapter 53 Alternative Assessment, Literacy Education, and School Reform, Louise C. Wilkinson, Elaine R. Silliman; Chapter 54 Setting Opportunity-to-Learn Standards, C.Jane Hydrick; Chapter 55 State Curricular Frameworks and Standards in the Communicative Arts, Sharon O'Neal, Susan Strecker; Chapter 56 State Curricular Frameworks and the Real Life of the Classroom; Chapter 56A Reading Recovery: A Summary of Research, Gay Su Pinnell; Chapter 56B International Perspectives on the Reading Recovery Program*The Auckland College of Education has hosted the Reading Recovery National Centre in New Zealand for many years now, and the National Trainer-Co-ordinators have trained Australian, British, Canadian, and some United States trainers and tutors to lead programs back home. Many New Zealand tutors and trainers have by now served a period overseas to our benefit as well as to the benefit of their host country and such exchanges will be of value as new theories and future circumstances bring continuing adjustments., Marie M. Clay; Chapter 56C Change Through Collaboration: The Boston University-Chelsea Public Schools Partnership in Literacy, Jeanne R. Paratore, Roselmina Indrisano; Chapter 56D Teaching the Delayed Reader: The Benchmark School Model, Irene W. Gaskins; Chapter 56E Effective Literacy Instruction: Findings of the Kamehameha Elementary Education Program, Kathryn H. Au, Claire L. Asam; Chapter 56F California's Literature-Based Curriculum and the California Literature Project, Phillip C. Gonzales, Mel Grubb; Chapter 56G The Introduction of the National Curriculum for English, John Richmond; Chapter 57 Cross-National Studies of Literacy, Warwick Elley; Chapter 58 National Centers: Do They Matter To Schools?; Chapter 58A Literature Curriculum: Issues of Definition and Control, Richard L. Allington, Sherry Guice; Chapter 58B Ten Years of Research: Achievements of the National Center for the Study of Writing and Literacy, Sarah Warshauer Freedman, Linda Flower, Glynda Hull, J.R. Hayes; Chapter 58C Classroom Contexts Promoting Literacy Engagement, John T. Guthrie, Ann McCann, Cyndie Hynd, Steve Stahl; Chapter 58D Standards in the Language arts, P.David Pearson; Chapter 58E Developing State Standards in English Language arts: A Case Study, Karen K. Wixson, Charles W. Peters, Sheila A. Potter; Part 7 Voices from the Field; pt7_Introduction, Lee Galda, Bernice E. Cullinan; Chapter 59 Voices from the World of the Classroom; Chapter 59A Like Happy Dreams: Integrating Visual Arts, Writing, and Reading, Ann Alejandro; Chapter 59B Symbolism: A Third-Grade Experience, Michelle Carey Clark; Chapter 59C Voices from the Field: Constructing Meaning from Illustrations, Richard M. Kerper; Chapter 59D We are the Music Makers: Helping Children Express Themselves Through the Magic of Poetry, Michael R. Strickland; Chapter 60 Voices from the World of Children's Books; Chapter 60A The Eye and the Ear, Jane Yolen; Chapter 60B Books About Art: A Joyous Vision, Jan Greenberg; Chapter 60C Sound and Resound, Katherine Paterson; Chapter 60D An Author Celebrates the Unpredictable Ways of the Illustrator, W. Nikola-Lisa; Chapter 60E The Visual Arts Made Accessible through Picture Books, Barbara Kiefer; Chapter 60F Playing Against Conventions: The True Story of the Stinky Cheese Man, Steve Tozer, Victoria Chou; Chapter 61 Voices from the World of Film and Television; Chapter 61A Reflections: Arthur Moves to TV and CDs, Marc Brown; Chapter 61B Bringing Arthur to Television, Kathy Waugh; Chapter 61C Reading Rainbow and the Joy of Reading, Twila C. Liggett; Chapter 61D Visual Literacy Goes to the Movies, Lauren L. Wohl; Chapter 61E "Hoop Dreams": An Interview With Steven James-Producer, Director, Co-Editor, Victoria Chou, Steve Tozer; Chapter 62 Voices from the World of Art and Music; Chapter 62A Thoughts on Visual Literacy, Philip Yenawine; Chapter 62B "Songs Capture Something that's Gone and Make it into Something Tangible": An Interview with Songwriter Caroline Peyton, Josephine Peyton Young; Chapter 63 Voices from the World of Publishing and Technology; Chapter 63A Judging by the Cover: How a Magazine Promotes Communicative Literacy, Tamara Hanneman Rubin; Chapter 63B Words+Pictures=Magic: A Designer Looks at Picture Books, Joy Chu; Chapter 63C The Changing Face of Literacy: A Publisher's Perspective, Roger R. Rogalin; Chapter 63D New Directions in Literacy Instruction, Anthony Lucki; Chapter 63E The Creation of a Basal Program: A Collaborative Effort, Susanne Singleton; Chapter 63F The Role of Computer Graphics in Literacy Attainment, Barbara Holland Baskin; Chapter 64 Current Issues and Future Directions, Bertram C. Bruce;