Connecting Theory and Practice in Middle School Literacy
portes grátis
Connecting Theory and Practice in Middle School Literacy
Critical Conversations
Meyer, Carla K.; DeHart, Jason; Walker, Katie
Taylor & Francis Ltd
12/2021
206
Mole
Inglês
9780367771829
15 a 20 dias
417
Descrição não disponível.
Introduction and Background from the Editors
Section 1: Troubling Notions of TextChapter 1. Critical Digital Literacy by Dani Kachorsky, Alexandria Perez, and John Hill Chapter 2. Student Voice is Power: Incorporating Critical Witness and Testimony in Middle School Classrooms by Rachelle Savitz and Daniel Stockwell
Chapter 3. Exploring What Counts as Text: The Possibilities of Picture Books and Graphica with Early Adolescents by Stephanie Reid Section 2: Troubling Notions of Situating Practice
Chapter 4. A Call to Action: Setting the Stage for Equity in the Classroom by Kim O'Donnell
Chapter 5. Dialogue as Disruption: The Power of Middle Grades Classroom Talk by Amanda Rigell and Arianna Banack
Chapter 6. Literacy for the Middle Grades: Its Antecedent Necessities, Subsequent Needs, and Future Aspirations by Mary Roe
Section 3: Troubling Notions of Student and Teacher Identity Chapter 7. I am the Body Beautiful: Disidentification and the Queering of the Young Adolescent by Matthew Thomas-Reid
Chapter 8. Multilingualism in Middle School Education by Katie Walker
Chapter 9. What Do We Believe about Middle Grades Literacy and Race? Interrogating Practices and Pedagogies of Middle Grades Literacy Education through the Lens of Critical Race Theory by Kristie White Smith
Chapter 10. Dis-Orienting Pedagogy: Teaching Critical Engagement with Orientalism and Islamophobia by Fatima van Hattum
Concluding Section
Chapter 11. Remaining Reflective by Jason D. DeHart
Section 1: Troubling Notions of TextChapter 1. Critical Digital Literacy by Dani Kachorsky, Alexandria Perez, and John Hill Chapter 2. Student Voice is Power: Incorporating Critical Witness and Testimony in Middle School Classrooms by Rachelle Savitz and Daniel Stockwell
Chapter 3. Exploring What Counts as Text: The Possibilities of Picture Books and Graphica with Early Adolescents by Stephanie Reid Section 2: Troubling Notions of Situating Practice
Chapter 4. A Call to Action: Setting the Stage for Equity in the Classroom by Kim O'Donnell
Chapter 5. Dialogue as Disruption: The Power of Middle Grades Classroom Talk by Amanda Rigell and Arianna Banack
Chapter 6. Literacy for the Middle Grades: Its Antecedent Necessities, Subsequent Needs, and Future Aspirations by Mary Roe
Section 3: Troubling Notions of Student and Teacher Identity Chapter 7. I am the Body Beautiful: Disidentification and the Queering of the Young Adolescent by Matthew Thomas-Reid
Chapter 8. Multilingualism in Middle School Education by Katie Walker
Chapter 9. What Do We Believe about Middle Grades Literacy and Race? Interrogating Practices and Pedagogies of Middle Grades Literacy Education through the Lens of Critical Race Theory by Kristie White Smith
Chapter 10. Dis-Orienting Pedagogy: Teaching Critical Engagement with Orientalism and Islamophobia by Fatima van Hattum
Concluding Section
Chapter 11. Remaining Reflective by Jason D. DeHart
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Middle Grades;Middle School Literacy;middle school;Middle Level Students;social inquiry;Follow;classroom experience;Multimodal Texts;educational theory;Reflective Practice;Association of Middle Level Education;Professional Development;young adolescents;Dialogic Classrooms;Middle Grades Educators;critical race theory;Emergent Bilinguals;non-binary students;LGBT Student;YA literature;Middle School Students;queer pedagogies;Digital Comics;trans students;Marginalized Student Group;multilingual students;Gender Dysphoria;dialogic instruction;CRT Lens;Transgender Students;High Level Evaluation;Gender Expansive;Multimodal Novels;Middle Grades Readers;Queer Pedagogy;Title IX;Principled Eclecticism;Dialogic Teaching
Introduction and Background from the Editors
Section 1: Troubling Notions of TextChapter 1. Critical Digital Literacy by Dani Kachorsky, Alexandria Perez, and John Hill Chapter 2. Student Voice is Power: Incorporating Critical Witness and Testimony in Middle School Classrooms by Rachelle Savitz and Daniel Stockwell
Chapter 3. Exploring What Counts as Text: The Possibilities of Picture Books and Graphica with Early Adolescents by Stephanie Reid Section 2: Troubling Notions of Situating Practice
Chapter 4. A Call to Action: Setting the Stage for Equity in the Classroom by Kim O'Donnell
Chapter 5. Dialogue as Disruption: The Power of Middle Grades Classroom Talk by Amanda Rigell and Arianna Banack
Chapter 6. Literacy for the Middle Grades: Its Antecedent Necessities, Subsequent Needs, and Future Aspirations by Mary Roe
Section 3: Troubling Notions of Student and Teacher Identity Chapter 7. I am the Body Beautiful: Disidentification and the Queering of the Young Adolescent by Matthew Thomas-Reid
Chapter 8. Multilingualism in Middle School Education by Katie Walker
Chapter 9. What Do We Believe about Middle Grades Literacy and Race? Interrogating Practices and Pedagogies of Middle Grades Literacy Education through the Lens of Critical Race Theory by Kristie White Smith
Chapter 10. Dis-Orienting Pedagogy: Teaching Critical Engagement with Orientalism and Islamophobia by Fatima van Hattum
Concluding Section
Chapter 11. Remaining Reflective by Jason D. DeHart
Section 1: Troubling Notions of TextChapter 1. Critical Digital Literacy by Dani Kachorsky, Alexandria Perez, and John Hill Chapter 2. Student Voice is Power: Incorporating Critical Witness and Testimony in Middle School Classrooms by Rachelle Savitz and Daniel Stockwell
Chapter 3. Exploring What Counts as Text: The Possibilities of Picture Books and Graphica with Early Adolescents by Stephanie Reid Section 2: Troubling Notions of Situating Practice
Chapter 4. A Call to Action: Setting the Stage for Equity in the Classroom by Kim O'Donnell
Chapter 5. Dialogue as Disruption: The Power of Middle Grades Classroom Talk by Amanda Rigell and Arianna Banack
Chapter 6. Literacy for the Middle Grades: Its Antecedent Necessities, Subsequent Needs, and Future Aspirations by Mary Roe
Section 3: Troubling Notions of Student and Teacher Identity Chapter 7. I am the Body Beautiful: Disidentification and the Queering of the Young Adolescent by Matthew Thomas-Reid
Chapter 8. Multilingualism in Middle School Education by Katie Walker
Chapter 9. What Do We Believe about Middle Grades Literacy and Race? Interrogating Practices and Pedagogies of Middle Grades Literacy Education through the Lens of Critical Race Theory by Kristie White Smith
Chapter 10. Dis-Orienting Pedagogy: Teaching Critical Engagement with Orientalism and Islamophobia by Fatima van Hattum
Concluding Section
Chapter 11. Remaining Reflective by Jason D. DeHart
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Middle Grades;Middle School Literacy;middle school;Middle Level Students;social inquiry;Follow;classroom experience;Multimodal Texts;educational theory;Reflective Practice;Association of Middle Level Education;Professional Development;young adolescents;Dialogic Classrooms;Middle Grades Educators;critical race theory;Emergent Bilinguals;non-binary students;LGBT Student;YA literature;Middle School Students;queer pedagogies;Digital Comics;trans students;Marginalized Student Group;multilingual students;Gender Dysphoria;dialogic instruction;CRT Lens;Transgender Students;High Level Evaluation;Gender Expansive;Multimodal Novels;Middle Grades Readers;Queer Pedagogy;Title IX;Principled Eclecticism;Dialogic Teaching
