Methods of Research on Teaching the English Language Arts
The Methodology Chapters From the Handbook of Research on Teaching the English Language Arts, Sponsored by International Reading Association & National Council of Teachers of English
2nd Edition
Published on 15. January 2005
152 pages
978-1-4106-1208-3 (ISBN)
Description
This text makes available in a concise format the chapters comprising the research methodology section of the Handbook of Research on Teaching the English Language Arts, Second Edition. An introduction, designed to give K-12 teachers an understanding of the basic categories and functions of research in teaching, is followed by chapters addressing teacher professionalism and the rise of "multiple literacies"; empirical research; longitudinal studies; case studies; ethnography; teacher research; teacher inquiry into literacy, social justice, and power; synthesis research; fictive representation; and contemporary methodological issues and future direction in research on the teaching of English. Methods of Research on Teaching the English Language Arts is well-suited for use in upper-level undergraduate and graduate-level literacy research methods courses.
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James Flood | Diane Lapp | James R. Squire
Methods of Research on Teaching the English Language Arts
The Methodology Chapters From the Handbook of Research on Teaching the English Language Arts, Sponsored by International Reading Association & National Council of Teachers of English
Book
08/2016
2nd Edition
Routledge
€207.10
Shipment within 10-20 days
James Flood | Diane Lapp | James R. Squire
Methods of Research on Teaching the English Language Arts
The Methodology Chapters From the Handbook of Research on Teaching the English Language Arts, Sponsored by International Reading Association & National Council of Teachers of English
Book
12/2004
2nd Edition
Routledge
€89.30
Shipment within 10-20 days
Content
Contents: Preface. S. Stotsky, C. Mall, Understanding Research on Teaching the English Language Arts: An Introduction for Teachers. A. DiPardo, Teacher Professionalism and the Rise of "Multiple Literacies": How to Describe Our Specialized Knowledge. R.C. Calfee, M. Chambliss, The Design of Empirical Research. R.J. Tierney, M. Sheeby, What Longitudinal Studies Say About Literacy Development/What Literacy Development Says About Longitudinal Studies. J. Birnbaum, J. Emig, D. Fisher, Case Studies: Placing Literacy Phenomena Within Their Actual Context. J.L. Green, C.N. Dixon, A. Zaharlick, Ethnography as a Logic of Inquiry. F.R. Burton, B.L. Seidl, Teacher Researcher Project: From the Elementary School Teacher's Perspective. B. Fecho, J. Allen, Teacher Inquiry Into Literacy, Social Justice, and Power. C.B. Smith, S.S. Klein, Synthesis Research in Language Arts Instruction. D.E. Alvermann, G.G. Hruby, Fictive Representation: An Alternative Method for Reporting Research. M.C. Wittrock, Contemporary Methodological Issues and Future Directions in Research on the Teaching of English.
