Science education as a pathway to teaching language literacy / / Alberto J. Rodriguez [editor].

• Superior document: Bold visions in educational research ; BVER 29
• TeilnehmendeR: Rodriguez, Alberto J.,
• Place / Publishing House: Rotterdam, Netherlands ;, Boston, Massachusetts : : Sense,, [2010]; 2010
• Year of Publication: 2010
• Language: English
• Series: Bold Visions in Educational Research 29.
• Physical Description: 1 online resource.
• Other title: Preliminary Material /; Science, Literacy, and Video Games /; Commentary on Gee’s Science, Literacy, and Video Games: Situated Learning /; Play and the Real World: A Response to Katherine Richardson Bruna’s Commentary /; Facilitating the Integration of Multiple Literacies through Science Education and Learning Technologies /; Commentary on Rodriguez and Zozakiewicz’s Facilitating the Integration of Multiple Literacies through Science Education and Learning Technologies /; Response to Solomon, van de Kerkhof, and Moje’s Commentary on Facilitating the Integration of Multiple Literacies through Science Education and Learning Technologies /; Ways with Words /; Commentary on Richardson Bruna’s Ways with Words: Language Play and the Science Learning of Mexican Newcomer Adolescents /; Response to Gee’s Commentary on Ways with Words: Language Play and the Science Learning of Mexican Newcomer Adolescents. A 21st Century Niche for the natura /; Supporting Meaningful Science Learning: Reading and Writing Science /; Commentary on Gomez, Sherer, Herman, Gomez, White, and Williams’ Supporting Meaningful Science Learning: Reading and Writing Science /; Response to Crowther’s Commentary on Supporting Meaningful Science Learning: Reading and Writing Science /; When is a Detail Seductive? /; Commentary on Solomon, van de Kerkhof, and Moje’s When is a Detail Seductive? On the Challenges of constructing and teaching from engaging science texts /; Response to Rodriguez’s Commentary on When is a Detail Seductive? On the Challenges of constructing and teaching from engaging science texts /; Science for English Language Learners /; Commentary on Crowther’s Science for English Language Learners: Research and Applications for Teacher Educators /; Response to Gomez’, Sherer, Herman, Gomez, White, and Williams’ Commentary on Science for English Language Learners: Research and Applications for Teacher Educators /; About the Authors /; Index /
• Bibliography: Includes bibliographical references and index.
• ISBN: 9460911315
• Hierarchical level: Monograph
• Statement of Responsibility: Alberto J. Rodriguez [editor].

In this era of mandated high stakes and standardized testing, teachers and schools officials find themselves struggling to meet the demands for improved student achievement. At the same time, they are also expected to teach all subjects as required by national and state curriculum standards. Because of these competing demands, science is not even taught or taught less often in order to make more room for mathematics and language arts “drill and practice” and “teaching to the test.” Anyone concerned with providing students with a well-rounded education should ask whether these drastic measures—even if they were to show improvement in achievement—justify denying children access to the unique opportunities for intellectual growth and social awareness that the effective instruction of science provides. Will these students have enough exposure to the science curriculum to prepare them to do well later in middle and high school? How is this current situation going to help ameliorate the pervasive achievement gap in science, and how is it going to motivate students to pursue science-related careers? The authors of this book believe that instead of sacrificing the science curriculum to make more time for drill and practice in mathematics and language arts, what should be done is to connect current research on literacy and science instruction with effective pedagogy. Therefore, this volume provides fresh theoretical insights and practical applications for better understanding how science can be used as a pathway to teaching literacy, and hence, as a pathway to improving teachers’ practice and students’ learning.