What Successful Literacy Teachers Do
70 Research-Based Strategies for Teachers, Reading Coaches, and Instructional Planners Grades K-8 New edition
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What Successful Literacy Teachers Do by Neal A. Glasgow
Book DescriptionBridging the gap between theory and practice, this book focuses on the academic research base in reading and literacy. Using a convenient format that teachers, trainers, and administrators find easy-to-access, the authors survey and select the best published data and research in reading and literacy and then synthesize it for classroom application and instruction. Each of the 75 research-based classroom strategies in the book includes: / A concise description of the recommended classroom strategy or application; / A brief synthesis of the research that supports use of the strategy; / Guidelines for applying the strategy in the classroom; / Precautions about avoiding pitfalls that may occur during implementation of the strategy; and / Source citations for further research and follow-up. The book includes coverage of research linked to current legislation and controversy ("the reading wars"), including Reading First, scripted reading programs, "evidence" and bilingual learning, but it does not favour or promote specific programmes. The focus always remains on state-of-the-art research translated into practitioner strategies for real learners in real classrooms.
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Book DetailsISBN: 9781412916158
(254mm x 178mm x 12mm)
Imprint: Corwin Press Inc
Publisher: SAGE Publications Inc
Publish Date: 1-Jan-2007
Country of Publication: United States
Books By Author Neal A. Glasgow
What Successful Schools Do to Involve Families, Paperback (January 2016)
From traditional forms of communication--such as open houses, parent-teacher conferences, and fundraising efforts--to hot-button topics such as bullying and discipline, this book helps educators bridge the gap between school and home.
What Successful Science Teachers Do, Paperback (November 2010)
This easy-to-use guide features 75 research-based strategies that will help teachers to engage their students' creativity and build their science literacy.
What Successful Teachers Do in Diverse Classrooms, Paperback (May 2006)» View all books by Neal A. Glasgow
Grounded in the best peer-reviewed research, each strategy presents guidelines and appropriate precautions to ensure successful transfer to actual classroom practice.
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Author Biography - Neal A. Glasgow
Neal A. Glasgow's experience includes serving as a secondary school science and art teacher both in California and New York, as a university biotechnology teaching laboratory director and laboratory technician, and as an educational consultant and frequent speaker on many educational topics. He is the author or coauthor of ten books on educational topics: What Successful Schools Do to Involve Families: Fifty Research-Based Strategies for Teachers and Administrators (2008), What Successful Literacy Teachers Do: 70 Research-Based Strategies for Teachers, Reading Coaches, and Instructional Planners (2007), What Successful Teachers Do in Diverse Classrooms: 71 Research-Based Strategies for New and Veteran Teachers (2006); What Successful Teachers Do in Inclusive Classrooms: 60 Research-Based Strategies That Help Special Learners (2005); What Successful Mentors Do: 81 Researched-Based Strategies for New Teacher Induction, Training, and Support (2004); What Successful Teachers Do: 91 Research-Based Strategies for New and Veteran Teachers (2003); Tips for Science Teachers: Research-Based Strategies to Help Students Learn (2001); New Curriculum for New Times: A Guide to Student-Centered, Problem-Based Learning (1997); Doing Science: Innovative Curriculum Beyond the Textbook for the Life Sciences (1997); and Taking the Classroom to the Community: A Guidebook (1996). Thomas S. C. Farrell is a professor in applied linguistics at Brock University, Canada. He has been involved with ESL and applied linguistics for the past 27 years and has written extensively on topics such as reflective practice, language teacher development, and language teacher education. His recent books include Reflective Practice in Action (2004, Corwin Press), Reflecting on Classroom Communication in Asia (2004, Longman), and Professional Development for Language Teachers (2005, Cambridge University Press, coauthored with Jack Richards).
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