The Literacy Principal offers administrators the background they need to know about effective strategies for building more literate students. It shows them how to evaluate and support successful literacy initiatives in their schools and create more successful learners.
This comprehensive book explores all aspects of literacy:
- Principles and practices that underlie literacy teaching and learning--including cueing systems, stages of reading, writing and spelling development;
- Strategies for promoting literacy growth in individual students including information on exemplary reading and writing programs;
- Assessment and evaluation methods including insights into a variety of intervention programs;
- Factors that promote a commitment to literacy on the part of principals, teachers, parents, students and the community.
This timely book clearly shows that literacy initiatives and programs are most effective when principals encourage teachers, and, indeed, the whole school community to embrace literacy education. Rooted in "real classrooms", the book includes profiles of principals who have been successful in affecting their school's literacy environment.
At this challenging time in education, this comprehensive resource shows school leaders what they need to know and do to create more literate schools.
|Publisher:||Pembroke Publishers Limited|
|Edition description:||Older Edition|
|Product dimensions:||8.80(w) x 5.70(h) x 0.40(d)|
About the Author
David Booth is Coordinator of Elementary Programs at OISE/University of Toronto. For more than 25 years he has worked with teachers in creating, applying, and evaluating approaches to how children learn to read and write. As a classroom teacher, consultant, speaker, and writer he has delighted thousands with his energy, enthusiasm, and commitment. He has given hundreds of speeches and workshops throughout North America, Australia, and England and has appeared on dozens of television and radio programs.
Jennifer currently teachers undergraduate and graduate courses in literacy education and conducts research studies in the area of new literacies, multimodality, family literacy, and multiliteracies.
She received her Ph.D. in literacy education from King's College, London, University of London, and was an ESL teacher for two years.
Jennifer says that she became a teacher because she loves working with students and think about learning. She is also curious about what motivates students and the role of identity in learning. Her approach to professional development is interactive and audience driven.
In her free time, Jennifer likes to run and do yoga.