Science education as a pathway to teaching language literacy / / 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...
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| Superior document: | Bold visions in educational research ; BVER 29 |
|---|---|
| TeilnehmendeR: | |
| 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. |
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| 245 | 0 | 0 | |a Science education as a pathway to teaching language literacy / |c Alberto J. Rodriguez [editor]. |
| 264 | 1 | |a Rotterdam, Netherlands ; |a Boston, Massachusetts : |b Sense, |c [2010] | |
| 264 | 4 | |c 2010 | |
| 300 | |a 1 online resource. | ||
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| 490 | 1 | |a Bold visions in educational research ; |v BVER 29 | |
| 520 | |a 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. | ||
| 505 | 0 | 0 | |t Preliminary Material / |r Alberto J. Rodriguez -- |t Science, Literacy, and Video Games / |r James Paul Gee -- |t Commentary on Gee’s Science, Literacy, and Video Games: Situated Learning / |r Katherine Richardson Bruna -- |t Play and the Real World: A Response to Katherine Richardson Bruna’s Commentary / |r James Paul Gee -- |t Facilitating the Integration of Multiple Literacies through Science Education and Learning Technologies / |r Alberto J. Rodriguez and Cathy Zozakiewicz -- |t Commentary on Rodriguez and Zozakiewicz’s Facilitating the Integration of Multiple Literacies through Science Education and Learning Technologies / |r Tanya Cleveland Solomon , Mary Heitzman van de Kerkof and Elizabeth Birr Moje -- |t Response to Solomon, van de Kerkhof, and Moje’s Commentary on Facilitating the Integration of Multiple Literacies through Science Education and Learning Technologies / |r Alberto J. Rodriguez -- |t Ways with Words / |r Katherine Richardson Bruna -- |t Commentary on Richardson Bruna’s Ways with Words: Language Play and the Science Learning of Mexican Newcomer Adolescents / |r James Paul Gee -- |t 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 / |r Katherine Richardson Bruna -- |t Supporting Meaningful Science Learning: Reading and Writing Science / |r Kimberley Gomez , Jennifer Sherer , Phillip Herman , Gomez Louis , Jolene White Zywica and Adam Williams -- |t Commentary on Gomez, Sherer, Herman, Gomez, White, and Williams’ Supporting Meaningful Science Learning: Reading and Writing Science / |r David T. Crowther -- |t Response to Crowther’s Commentary on Supporting Meaningful Science Learning: Reading and Writing Science / |r Kimberley Gomez , Jennifer Sherer , Phillip Herman , Gomez Louis , Jolene White Zywica and Adam Williams -- |t When is a Detail Seductive? / |r Tanya Cleveland Solomon , Mary Heitzman van de Kerkof and Elizabeth Birr Moje -- |t 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 / |r Alberto J. Rodriguez -- |t Response to Rodriguez’s Commentary on When is a Detail Seductive? On the Challenges of constructing and teaching from engaging science texts / |r Tanya Cleveland Solomon , Mary Heitzman van de Kerkof and Elizabeth Birr Moje -- |t Science for English Language Learners / |r David T. Crowther -- |t Commentary on Crowther’s Science for English Language Learners: Research and Applications for Teacher Educators / |r Kimberley Gomez , Jennifer Sherer , Phillip Herman , Louis Gomez , Jolene White Zywica and Adam Williams -- |t Response to Gomez’, Sherer, Herman, Gomez, White, and Williams’ Commentary on Science for English Language Learners: Research and Applications for Teacher Educators / |r David T. Crowther -- |t About the Authors / |r Alberto J. Rodriguez -- |t Index / |r Alberto J. Rodriguez. |
| 588 | |a Description based on print version record. | ||
| 504 | |a Includes bibliographical references and index. | ||
| 650 | 0 | |a English language |x Study and teaching |z United States. | |
| 650 | 0 | |a Science |x Study and teaching |z United States. | |
| 650 | 0 | |a Literacy |x Study and teaching |z United States. | |
| 776 | |z 94-6091-130-7 | ||
| 797 | 2 | |a ebrary | |
| 700 | 1 | |a Rodriguez, Alberto J., |e editor. | |
| 830 | 0 | |a Bold Visions in Educational Research |v 29. | |
| 906 | |a BOOK | ||
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