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The Equity And Engagement Challenges Of Teaching Reading In Middle School, Edmund T. Hamann, Stephanie Malone
The Equity And Engagement Challenges Of Teaching Reading In Middle School, Edmund T. Hamann, Stephanie Malone
Department of Teaching, Learning, and Teacher Education: Faculty Publications
The point is to look at midlevel and high school students—those often encapsulated by the term ‘adolescent literacy’—and to ask what it is that makes those students less likely to engage in productive reading practice. That may at first look like a psychological question about motivation, which makes the challenge seem like it is something inside the student that needs attention or ‘fixing’. But the orientation here is instead more sociological. If we talk about instruction, in this case reading instruction, it is intrinsically interactive, between teacher and student most obviously, but also interactive between students and their peers (e.g. …
Multi-Party Mobilization For Adolescent Literacy In A Rural Area: A Case Study Of Policy Development And Collaboration, Edmund T. Hamann, Julie Meltzer
Multi-Party Mobilization For Adolescent Literacy In A Rural Area: A Case Study Of Policy Development And Collaboration, Edmund T. Hamann, Julie Meltzer
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Between 2001 and 2005, the state of Maine shifted the focus of its statewide high school improvement efforts to include an explicit focus on adolescent literacy. One trigger for that change in focus was a 5-school adolescent literacy initiative previously launched in a rural county under the federal Northeast and Islands Regional Educational Laboratory contract. This monograph describes the multi-party mobilization that led to the creation and implementation of the adolescent literacy project and explains the link between that modest rural effort and the change in state-level reform efforts. The project was designed and implemented at the intersection of what …
Multi-Party Mobilization For Adolescent Literacy In A Rural Area: A Case Study Of Policy Development And Collaboration, Edmund T. Hamann, Julie Meltzer
Multi-Party Mobilization For Adolescent Literacy In A Rural Area: A Case Study Of Policy Development And Collaboration, Edmund T. Hamann, Julie Meltzer
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Between 2001 and 2005, the state of Maine shifted the focus of its statewide high school improvement efforts to include an explicit focus on adolescent literacy. One trigger for that change in focus was a 5-school adolescent literacy initiative previously launched in a rural county under the federal Northeast and Islands Regional Educational Laboratory contract. This monograph describes the multi-party mobilization that led to the creation and implementation of the adolescent literacy project and explains the link between the modest rural effort and the change in state-level reform efforts.
Meeting The Literacy Development Needs Of Adolescent English Language Learners Through Content-Area Learning - Part Two: Focus On Classroom Teaching And Learning Strategies, Julie Meltzer, Edmund T. Hamann
Meeting The Literacy Development Needs Of Adolescent English Language Learners Through Content-Area Learning - Part Two: Focus On Classroom Teaching And Learning Strategies, Julie Meltzer, Edmund T. Hamann
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Today, English language learners (ELLs) represent an increasing proportion of U.S. middle and high school enrollment. As a result, mainstream content-area teachers are more likely than ever to have ELLs in their classrooms. At the same time, education policymakers and researchers are increasingly calling for improved academic literacy development and performance for all adolescents. The research on recommended practices to promote mainstream adolescents’ academic literacy development across the content areas and the research on effective content-area instruction of ELLs in middle and high schools overlap substantially, suggesting that mainstream teachers who use effective practices for adolescents’ content-area literacy development will …