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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