MARC Record from Marygrove College

LEADER: 07444cam a22006854a 4500
001 ocm56924853
003 OCoLC
005 20191109071915.7
008 041025s2005 deua b 001 0 eng
010 $a 2004024968
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020 $a0872075435
020 $a9780872075436
029 1 $aAU@$b000026354417
029 1 $aDEBBG$bBV019803795
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035 $a(OCoLC)56924853
042 $apcc
043 $an-us---
050 00 $aLC151$b.L48214 2005
082 00 $a302.2/244$222
084 $a5,3$2ssgn
084 $aDU 6000$2rvk
049 $aMAIN
245 00 $aLiteracy development of students in urban schools :$bresearch and policy /$cJames Flood, Patricia L. Anders, editors.
260 $aNewark, DE :$bInternational Reading Association,$c©2005.
300 $axiv, 473 pages :$billustrations ;$c24 cm
336 $atext$btxt$2rdacontent
337 $aunmediated$bn$2rdamedia
338 $avolume$bnc$2rdacarrier
504 $aIncludes bibliographical references and indexes.
505 0 $aPoverty and student achievement: a hopeful review / Jane Hannaway -- Poverty and achievement: a response to Jane Hannaway / Rita M. Bean -- The effects of health and social welfare factors on literacy development in urban schools / Joy G. Dryfoos -- The effects of health and social welfare factors on literacy development: implications for teachers and teacher preparation: a response to Joy Dryfoos / MaryEllen Vogt -- Violence as a factor in the lives of urban youth / Douglas Fisher, Jennifer E. Obidah, Mary Helen Pelton, and Jack Campana -- Violence in the lives of urban youth: a response to Douglas Fisher, Jennifer Obidah, Mary Helen Pelton, and Jack Campana / Victoria Chou and Esther Mosak -- School programs family and community involvement in children's reading and literacy development across the grades / Steven B. Sheldon and Joyce L. Epstein -- Family And community involvement in children's reading and literacy development: a response to Steven Sheldon and Joyce Epstein / Jeanne R. Paratore -- Exemplary reading instruction in the elementary school: how reading develops-how students learn and teachers teach / Diane Lapp and James Flood -- Examining exemplary reading instruction in urban settings: implications for teachers and the students they teach: a response to Diane Lapp and James Flood / Doris Walker-Dalhouse -- Exemplary literacy instruction in grades 7-12: what counts and who's counting? / Donna E. Alvermann -- Let's not minimize the "Big L" in adolescent literacy: a response to Donna Alvermann / Richard T. Vacca -- Professional preparation and development of teachers in literacy instruction for urban settings / Virginia Richardson and Patricia L. Anders -- The importance of professional development to unlock the potential of students in urban settings: a response to Virginia Richardson and Patricia Anders / Eric J. Cooper and Yvette Jackson -- Culture and language: bidialectical issues in literacy / Carol D. Lee -- Culture and language: bidialectical issues in literacy : a response to Carol Lee / Arnetha F. Ball -- The persistence of inequality: English-language learners and educational reform / Kris D. Gutiérrez -- Culture, context, and diversity: a perspective on urban school reform: a response to Kris Gutiérrez / Robert Rueda -- Overrepresentation of culturally and linguistically diverse students in special education in urban schools: a research synthesis / Cheryl A. Utley, Festus E. Obiakor, and Elizabeth B. Kozleski -- A loss of equity, excellence, and expectations through overrepresentation of culturally and linguistically diverse students in special education: a response to Cheryl Utley, Festus Obiakor, and Elizabeth Kozleski / Victoria J. Risko -- High performance in high-poverty schools: 90/90/90 and beyond / Douglas B. Reeves -- The seduction of simple solutions: a response to Douglas Reeves / Donna Ogle -- A rhetoric for school reform / Charles Taylor Kerchner -- Should We close the book on school reform? A response to Charles Taylor Kerchner / Timothy V. Rasinski -- State policy and its impact on urban reading programs / Virginia Roach -- Delivering strong urban reading programs in the current policy environment: reinvent, circumvent, or just plain vent? A response to Virginia Roach / Cathy M. Roller.
520 $aUrban schools share the same concerns as other schools, especially regarding issues of pedagogy, curriculum, and assessment. How these issues are addressed in the urban school setting, however, presents unique challenges and opportunities for teaching and learning. Literacy Development of Students in Urban Schools: Research and Policy presents a comprehensive view of the issues and perspectives that affect the literacy education of urban students. Editors James Flood and Patricia L. Anders have organized this collection into three sections to show you how literacy development is complicated by various contexts: 1. Human Contexts of Literacy Development in Urban Schools: Poverty, School Violence, and Health Concerns 2. School Contexts of Literacy Development in Urban Schools: Curriculum, Students, and Teachers 3. Political and Organizational Contexts of Literacy Development in Urban Schools: Local and State Concerns Each section features chapters that synthesize the research on a specific topic, and chapters that respond to each synthesis to link the research to literacy instruction and programs. Included within these sections are possible implications for local, state, and national policy that will serve as starting points for conversations between educators and policymakers. The diverse perspectives from leading experts in the field will help you fully understand the knowledge base on literacy development in urban schools. This informative collection is a must-read for anyone preparing teachers to teach in urban schools, supervisors and administrators of urban schools, and policymakers.
590 $bInternet Archive - 2
590 $bInternet Archive 2
650 0 $aLiteracy$zUnited States.
650 0 $aEducation, Urban$zUnited States.
650 0 $aPoor children$xEducation$zUnited States.
650 6 $aAlphabétisation$zÉtats-Unis.
650 6 $aEnseignement en milieu urbain$zÉtats-Unis.
650 6 $aEnfants pauvres$xÉducation$zÉtats-Unis.
650 7 $aEducation, Urban.$2fast$0(OCoLC)fst00903310
650 7 $aLiteracy.$2fast$0(OCoLC)fst00999859
650 7 $aPoor children$xEducation.$2fast$0(OCoLC)fst01071175
651 7 $aUnited States.$2fast$0(OCoLC)fst01204155
650 07 $aChancengleichheit.$2swd
650 07 $aSchreib- und Lesefähigkeit.$2swd
650 07 $aStadtkind.$2swd
651 7 $aUSA.$2swd
700 1 $aFlood, James.
700 1 $aAnders, Patricia L.
710 2 $aInternational Reading Association.
856 41 $3Table of contents$uhttp://catdir.loc.gov/catdir/toc/ecip053/2004024968.html
856 42 $3The James Hosmer Penniman Book Fund Home Page$uhttp://hdl.library.upenn.edu/1017.12/366263
938 $aBaker & Taylor$bBKTY$c38.95$d43.90$i0872075435$n0006153166$sactive
938 $aBaker and Taylor$bBTCP$n2004024968
938 $aYBP Library Services$bYANK$n2156318
994 $a92$bERR
976 $a31927000606639