Rethinking Preparation for Content Area Teaching: The Reading Apprenticeship Approach(Jossey-Bass Education Series) / Edition 1

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The Reading Apprenticeship (RA) framework has received nationalrecognition as an effective, research-based instructional approachthat supports all students, including underachievers, insuccessfully engaging with and learning from academic texts. Firstintroduced in Reading for Understanding by Ruth Schoenbach et al.,the approach is based on a program with a proven record of successin boosting the reading levels of urban high school students.Emphasizing social, personal, cognitive, and knowledge-buildingtools, the Reading Apprenticeship approach can be useful toteachers in any content area classroom.

In Rethinking Preparation for Content Area Teaching, JaneBraunger and her co-authors make the case for incorporating theReading Apprenticeship instructional model into secondary teacherpreparation programs. Arguing that teacher education programs needto foster a broader understanding of adolescent literacy,especially if teachers are to help their students read indiscipline-specific ways, the authors show how RA can serve tostrengthen content-based instruction, how elements of the model canbe embedded in teacher preparation curricula, and what types ofcourse activities enable new teachers to understand and practicethis approach.

Rethinking Preparation for Content Area Teaching describes abroad array of inquiry-oriented activities, protocols, andexercises for enabling teachers to gain expertise in improvingadolescent reading—whether learning how to model and demystifyreading processes for their students or how to assess the strengthsthat students bring to the process. The activities can be adaptedto preservice courses in instructional methods or reading in thecontent areas as well as to in-service training programs.

Sponsored by WestEd—a national education research,training, and service agency—Rethinking Preparation forContent Area Teaching is based on the research of four teachereducators who have successfully integrated Reading Apprenticeshipin their teacher preparation programs. Additional contributionshave been provided by members of a national consortium on ReadingApprenticeship in the Preservice Curriculum.

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What People Are Saying

From the Publisher
"Finally, a book to help teacher educators who are called upon toteach the course ‘Reading in the Content Areas.’ Inreading this book, I felt I had struck the proverbial goldmine:terrific course projects that will model for pre-service andin-service teachers precisely the kinds of metacognitive anddiscipline-based strategies that will be engaging and effective fortheir future students."
—Linda Miller Cleary, professor of English education, Morse AlumniProfessor of Distinguished Teaching, University of Minnesota,Duluth

"Finally, a book on content area literacy with a bigger visionconcerning what it means for adolescents to read in the disciplinesand how teachers can support such reading."
—Stephen B. Kucer, associate professor of language and literacyeducation, Division of Curriculum and Teaching, FordhamUniversity-Lincoln Center

"Braunger and colleagues offer a set of practices for engagingpreservice teachers in learning how to use literacy in contentteaching. Their approach is a vast improvement over former modelsof content-area literacy teacher education. The book is thick withresources, strategies, and reflective practices, and I look forwardto using it as a resource for my own teacher education andprofessional development practices in large urban middle schoolsand high schools."
—Elizabeth Birr Moje, Arthur F. Thurnau Professor EducationalStudies, University of Michigan

"Unique in content area texts, the instructional strategiesdepicted in this work are grounded in a coherent theoretical frameand presented in real-life classroom complexities. I see many waysof using and adapting the assignments and classroom practices in myown preservice and graduate courses."
—Jayne DeLawter, professor of reading and language education,Sonoma State University

"It is refreshing to read a book geared for teaching preserviceand practicing teachers that respects the knowledge they bring tothe classroom and builds upon their abilities to take critical andinquiring stances on content area literacy."
—Robert Anthony Fecho, associate professor of teacher education,University of Georgia

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Product Details

  • ISBN-13: 9780787971663
  • Publisher: Wiley
  • Publication date: 11/28/2004
  • Series: Jossey-Bass Education Ser.
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 320
  • Product dimensions: 6.42 (w) x 9.37 (h) x 1.04 (d)

Meet the Author

Jane Braunger is senior research associate for the StrategicLiteracy Initiative at WestEd.

David M. Donahue is assistant professor of education at MillsCollege, Oakland, California.

Kate Evans, formerly assistant professor of education at SanJose State University, now teaches at the University of California,Santa Cruz.

Tomás Galguera is associate professor of education at MillsCollege, Oakland, California.

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Table of Contents

Foreword (Ruth Schoenbach).



The Sponsors.

The Authors.


1. Preparing All Teachers as Teachers of Reading: Challenges andVisions.

2. Framing Content Area Instruction with ReadingApprenticeship.

3. Apprenticing Teachers to Reading in the Disciplines.

4. Promoting Inquiry into Student Reading Practices.

5. Linking Reading Strategies to Content Instruction.

6. Broadening the Curriculum with Alternative Texts.

7. Supporting English Learners with Reading Apprenticeship.

8. Evaluating Reading Intervention Programs.

9. Partnering for Improved Academic Literacy: AUniversity-District Collaboration (Richard D. Sawyer, DianaBledsoe).

10. Translating Preservice Inquiry to the Classroom: Dilemmasfor New Teachers.

11. Teacher Preparation for Academic Literacy: Summary andRecommendations.

Appendix A. Understanding Metacognition: Literacy Autobiography(Cathleen D. Rafferty).

Appendix B. Reading in Mathematics: Inquiry with PreserviceTeachers (Virginia Draper).

Name Index.

Subject Index.

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