Rethinking Preparation for Content Area Teaching: The Reading Apprenticeship Approach(Jossey-Bass Education Series) / Edition 1by Jane Braunger, David M. Donahue, Kate Evans, Tomas Galguera
Pub. Date: 11/28/2004
The Reading Apprenticeship (RA) framework has received national recognition as an effective, research-based instructional approach that supports all students, including underachievers, in successfully engaging with and learning from academic texts. First introduced in Reading for Understanding by Ruth Schoenbach et al., the approach is based on a program with a… See more details below
The Reading Apprenticeship (RA) framework has received national recognition as an effective, research-based instructional approach that supports all students, including underachievers, in successfully engaging with and learning from academic texts. First introduced in Reading for Understanding by Ruth Schoenbach et al., the approach is based on a program with a proven record of success in boosting the reading levels of urban high school students. Emphasizing social, personal, cognitive, and knowledge-building tools, the Reading Apprenticeship approach can be useful to teachers in any content area classroom.
In Rethinking Preparation for Content Area Teaching, Jane Braunger and her co-authors make the case for incorporating the Reading Apprenticeship instructional model into secondary teacher preparation programs. Arguing that teacher education programs need to foster a broader understanding of adolescent literacy, especially if teachers are to help their students read in discipline-specific ways, the authors show how RA can serve to strengthen content-based instruction, how elements of the model can be embedded in teacher preparation curricula, and what types of course activities enable new teachers to understand and practice this approach.
Rethinking Preparation for Content Area Teaching describes a broad array of inquiry-oriented activities, protocols, and exercises for enabling teachers to gain expertise in improving adolescent readingwhether learning how to model and demystify reading processes for their students or how to assess the strengths that students bring to the process. The activities can be adapted to preservice courses in instructional methods or reading in the content areas as well as to in-service training programs.
Sponsored by WestEda national education research, training, and service agencyRethinking Preparation for Content Area Teaching is based on the research of four teacher educators who have successfully integrated Reading Apprenticeship in their teacher preparation programs. Additional contributions have been provided by members of a national consortium on Reading Apprenticeship in the Preservice Curriculum.
Table of Contents
Foreword (Ruth Schoenbach).
1. Preparing All Teachers as Teachers of Reading: Challenges and Visions.
2. Framing Content Area Instruction with Reading Apprenticeship.
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: A University-District Collaboration (Richard D. Sawyer, Diana Bledsoe).
10. Translating Preservice Inquiry to the Classroom: Dilemmas for New Teachers.
11. Teacher Preparation for Academic Literacy: Summary and Recommendations.
Appendix A. Understanding Metacognition: Literacy Autobiography (Cathleen D. Rafferty).
Appendix B. Reading in Mathematics: Inquiry with Preservice Teachers (Virginia Draper).
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