Info
- Utilizzare la checkbox di selezione a fianco di ciascun documento per attivare le funzionalità di stampa, invio email, download nei formati disponibili del (i) record.
Improving reading and literacy in grades 1-5 : a resource guide to research-based programs / / Edward P. St. John, Siri Ann Loescher, Jeffrey S. Bardzell ; cover designer, Michael Dubowe
| Improving reading and literacy in grades 1-5 : a resource guide to research-based programs / / Edward P. St. John, Siri Ann Loescher, Jeffrey S. Bardzell ; cover designer, Michael Dubowe |
| Autore | St. John Edward P. |
| Pubbl/distr/stampa | Thousand Oaks, California : , : Corwin Press, Inc., , 2003 |
| Descrizione fisica | 1 online resource (201 p.) |
| Disciplina | 372.4/0973 |
| Soggetto topico |
Reading (Elementary) - United States
School improvement programs - United States Literacy - United States |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-4833-6088-1
1-4833-6307-4 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover ; Contents; Acknowledgments; Chapter 1 - Introduction; Public Policy and Reading Reform; Equal Educational Opportunity; Academic Preparation for all; Focus on Early Reading; Reading and Literacy Reforms that Work; Criteria for Successful Reading and Literacy Reforms; A Research-Based Approach; A Resource Guide for Educators; Chapter 2 - Planning for Reading and Literacy Reform; Phase I: Assess Current Practice; Step 1: Assess Current Educational Outcomes; Step 2: Access the Features of the Existing Program; Step 3: Compare Current Practice to State Standards
Step 4: Identify Critical ChallengesPhase II: Set a New Direction; Step 1: Build an Understanding of the School's Philosophy; Step 2: Identify Strengths and Weaknesses; Step 3: Identify Possible Approaches; Phase III: Design an Intervention; Step 1: Recognize the Complexity of Early Reading; Step 2: Use a Comprehensive, Balanced Approach; Step 3: Focus on Underlying Development of Children; Step 4: Use a Coherent Intervention Strategy; Step 5: Integrate Inquiry into the Intervention; Guidance for Educators; Attachment: Early Reading and Literacy Classroom Survey Chapter 3 - Comparing Reading and Literacy ReformsFramework; Reform Program Features; School-wide Features; Professional Development Features; Implemented Theoretical Philosophical Features; Parent/Community Involvement Features; Classroom-Instruction Features; Structural/Organizational Features; Relating Features to Reading Standards; Guidance for Educators; Chapter 4 - Targeted Interventions; 4.1 Early Intervention in Reading; Program Description; References and Contacts; 4.2 Early Steps; Program Description; References and Contacts; 4.3 Reading Recovery; Program Description References and ContactsGuidance for Educators; The Research Base; Meeting Standards; Politics of Reform; Integrating Inquiry; Building Community; Chapter 5 - Classroom-Based Interventions; 5.1 First Steps; Program Description; References and Contacts; 5.2 Four Blocks; Program Description; References and Contacts; 5.3 Literacy Collaborative; Program Description; References and Contacts; 5.4 Waterford Early Reading Program; Program Description; References and Contacts; Guidance for Educators; The Research Base; Meeting Standards; Politics of Reform; Integrating Inquiry; Building Community Chapter 6 - Teacher Inquiry Models6.1 Reader's and Writer's Workshops; Program Description; Research Base; References and Contacts; 6.2 Teacher Inquiry; Program Description; Research Base; References and Contacts; Guidance for Educators; The Research Base; Meeting Standards; Politics of Reform; Integrating Inquiry; Building Community; Chapter 7 - Process-Oriented Comprehensive Reforms; 7.1 Accelerated Schools Project; Program Description; References and Contacts; 7.2 ATLAS Communities; Program Description; References and Contacts; 7.3 Modern Red Schoolhouse; Program Description References and Contacts |
| Record Nr. | UNINA-9910480545503321 |
St. John Edward P.
|
||
| Thousand Oaks, California : , : Corwin Press, Inc., , 2003 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Improving reading and literacy in grades 1-5 : a resource guide to research-based programs / / Edward P. St. John, Siri Ann Loescher, Jeffrey S. Bardzell ; cover designer, Michael Dubowe
| Improving reading and literacy in grades 1-5 : a resource guide to research-based programs / / Edward P. St. John, Siri Ann Loescher, Jeffrey S. Bardzell ; cover designer, Michael Dubowe |
| Autore | St. John Edward P. |
| Pubbl/distr/stampa | Thousand Oaks, California : , : Corwin Press, Inc., , 2003 |
| Descrizione fisica | 1 online resource (201 p.) |
| Disciplina | 372.4/0973 |
| Soggetto topico |
Reading (Elementary) - United States
School improvement programs - United States Literacy - United States |
| ISBN |
1-4833-6088-1
1-4833-6307-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover ; Contents; Acknowledgments; Chapter 1 - Introduction; Public Policy and Reading Reform; Equal Educational Opportunity; Academic Preparation for all; Focus on Early Reading; Reading and Literacy Reforms that Work; Criteria for Successful Reading and Literacy Reforms; A Research-Based Approach; A Resource Guide for Educators; Chapter 2 - Planning for Reading and Literacy Reform; Phase I: Assess Current Practice; Step 1: Assess Current Educational Outcomes; Step 2: Access the Features of the Existing Program; Step 3: Compare Current Practice to State Standards
Step 4: Identify Critical ChallengesPhase II: Set a New Direction; Step 1: Build an Understanding of the School's Philosophy; Step 2: Identify Strengths and Weaknesses; Step 3: Identify Possible Approaches; Phase III: Design an Intervention; Step 1: Recognize the Complexity of Early Reading; Step 2: Use a Comprehensive, Balanced Approach; Step 3: Focus on Underlying Development of Children; Step 4: Use a Coherent Intervention Strategy; Step 5: Integrate Inquiry into the Intervention; Guidance for Educators; Attachment: Early Reading and Literacy Classroom Survey Chapter 3 - Comparing Reading and Literacy ReformsFramework; Reform Program Features; School-wide Features; Professional Development Features; Implemented Theoretical Philosophical Features; Parent/Community Involvement Features; Classroom-Instruction Features; Structural/Organizational Features; Relating Features to Reading Standards; Guidance for Educators; Chapter 4 - Targeted Interventions; 4.1 Early Intervention in Reading; Program Description; References and Contacts; 4.2 Early Steps; Program Description; References and Contacts; 4.3 Reading Recovery; Program Description References and ContactsGuidance for Educators; The Research Base; Meeting Standards; Politics of Reform; Integrating Inquiry; Building Community; Chapter 5 - Classroom-Based Interventions; 5.1 First Steps; Program Description; References and Contacts; 5.2 Four Blocks; Program Description; References and Contacts; 5.3 Literacy Collaborative; Program Description; References and Contacts; 5.4 Waterford Early Reading Program; Program Description; References and Contacts; Guidance for Educators; The Research Base; Meeting Standards; Politics of Reform; Integrating Inquiry; Building Community Chapter 6 - Teacher Inquiry Models6.1 Reader's and Writer's Workshops; Program Description; Research Base; References and Contacts; 6.2 Teacher Inquiry; Program Description; Research Base; References and Contacts; Guidance for Educators; The Research Base; Meeting Standards; Politics of Reform; Integrating Inquiry; Building Community; Chapter 7 - Process-Oriented Comprehensive Reforms; 7.1 Accelerated Schools Project; Program Description; References and Contacts; 7.2 ATLAS Communities; Program Description; References and Contacts; 7.3 Modern Red Schoolhouse; Program Description References and Contacts |
| Record Nr. | UNINA-9910797310603321 |
|
St. John Edward P.
|
||
| Thousand Oaks, California : , : Corwin Press, Inc., , 2003 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Improving reading and literacy in grades 1-5 : a resource guide to research-based programs / / Edward P. St. John, Siri Ann Loescher, Jeffrey S. Bardzell ; cover designer, Michael Dubowe
| Improving reading and literacy in grades 1-5 : a resource guide to research-based programs / / Edward P. St. John, Siri Ann Loescher, Jeffrey S. Bardzell ; cover designer, Michael Dubowe |
| Autore | St. John Edward P. |
| Pubbl/distr/stampa | Thousand Oaks, California : , : Corwin Press, Inc., , 2003 |
| Descrizione fisica | 1 online resource (201 p.) |
| Disciplina | 372.4/0973 |
| Soggetto topico |
Reading (Elementary) - United States
School improvement programs - United States Literacy - United States |
| ISBN |
1-4833-6088-1
1-4833-6307-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover ; Contents; Acknowledgments; Chapter 1 - Introduction; Public Policy and Reading Reform; Equal Educational Opportunity; Academic Preparation for all; Focus on Early Reading; Reading and Literacy Reforms that Work; Criteria for Successful Reading and Literacy Reforms; A Research-Based Approach; A Resource Guide for Educators; Chapter 2 - Planning for Reading and Literacy Reform; Phase I: Assess Current Practice; Step 1: Assess Current Educational Outcomes; Step 2: Access the Features of the Existing Program; Step 3: Compare Current Practice to State Standards
Step 4: Identify Critical ChallengesPhase II: Set a New Direction; Step 1: Build an Understanding of the School's Philosophy; Step 2: Identify Strengths and Weaknesses; Step 3: Identify Possible Approaches; Phase III: Design an Intervention; Step 1: Recognize the Complexity of Early Reading; Step 2: Use a Comprehensive, Balanced Approach; Step 3: Focus on Underlying Development of Children; Step 4: Use a Coherent Intervention Strategy; Step 5: Integrate Inquiry into the Intervention; Guidance for Educators; Attachment: Early Reading and Literacy Classroom Survey Chapter 3 - Comparing Reading and Literacy ReformsFramework; Reform Program Features; School-wide Features; Professional Development Features; Implemented Theoretical Philosophical Features; Parent/Community Involvement Features; Classroom-Instruction Features; Structural/Organizational Features; Relating Features to Reading Standards; Guidance for Educators; Chapter 4 - Targeted Interventions; 4.1 Early Intervention in Reading; Program Description; References and Contacts; 4.2 Early Steps; Program Description; References and Contacts; 4.3 Reading Recovery; Program Description References and ContactsGuidance for Educators; The Research Base; Meeting Standards; Politics of Reform; Integrating Inquiry; Building Community; Chapter 5 - Classroom-Based Interventions; 5.1 First Steps; Program Description; References and Contacts; 5.2 Four Blocks; Program Description; References and Contacts; 5.3 Literacy Collaborative; Program Description; References and Contacts; 5.4 Waterford Early Reading Program; Program Description; References and Contacts; Guidance for Educators; The Research Base; Meeting Standards; Politics of Reform; Integrating Inquiry; Building Community Chapter 6 - Teacher Inquiry Models6.1 Reader's and Writer's Workshops; Program Description; Research Base; References and Contacts; 6.2 Teacher Inquiry; Program Description; Research Base; References and Contacts; Guidance for Educators; The Research Base; Meeting Standards; Politics of Reform; Integrating Inquiry; Building Community; Chapter 7 - Process-Oriented Comprehensive Reforms; 7.1 Accelerated Schools Project; Program Description; References and Contacts; 7.2 ATLAS Communities; Program Description; References and Contacts; 7.3 Modern Red Schoolhouse; Program Description References and Contacts |
| Record Nr. | UNINA-9910811626503321 |
|
St. John Edward P.
|
||
| Thousand Oaks, California : , : Corwin Press, Inc., , 2003 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
