Methods of Research on Teaching the English Language Arts: The Methodology Chapters From the Handbook of Research on Teaching the English Language Arts, Sponsored by International Reading Association & National Council of Teachers of English, 2nd Edition (Paperback) book cover

Methods of Research on Teaching the English Language Arts

The Methodology Chapters From the Handbook of Research on Teaching the English Language Arts, Sponsored by International Reading Association & National Council of Teachers of English, 2nd Edition

Edited by James Flood, Diane Lapp, James R. Squire, Julie Jensen

Routledge

348 pages

Purchasing Options:$ = USD
Paperback: 9780805852585
pub: 2004-12-09
$63.95
x
Hardback: 9781138153066
pub: 2016-08-17
$175.00
x
eBook (VitalSource) : 9781410612083
pub: 2005-01-15
from $31.98


FREE Standard Shipping!

Description

This text makes available in a concise format the chapters comprising the research methodology section of the Handbook of Research on Teaching the English Language Arts, Second Edition. An introduction, designed to give K-12 teachers an understanding of the basic categories and functions of research in teaching, is followed by chapters addressing teacher professionalism and the rise of "multiple literacies"; empirical research; longitudinal studies; case studies; ethnography; teacher research; teacher inquiry into literacy, social justice, and power; synthesis research; fictive representation; and contemporary methodological issues and future direction in research on the teaching of English. Methods of Research on Teaching the English Language Arts is well-suited for use in upper-level undergraduate and graduate-level literacy research methods courses.

Reviews

"This book brings to light many of the struggles that language teachers have in common, among them the development of the understanding of multiple intelligence's and even of multiple literacies; increased awareness of, and adjustment to, the diversity of backgrounds of our students…the book helps to reflect on teachers' central relationship with research."—TESL-EJ

Table of Contents

Contents: Preface. S. Stotsky, C. Mall, Understanding Research on Teaching the English Language Arts: An Introduction for Teachers. A. DiPardo, Teacher Professionalism and the Rise of "Multiple Literacies": How to Describe Our Specialized Knowledge. R.C. Calfee, M. Chambliss, The Design of Empirical Research. R.J. Tierney, M. Sheeby, What Longitudinal Studies Say About Literacy Development/What Literacy Development Says About Longitudinal Studies. J. Birnbaum, J. Emig, D. Fisher, Case Studies: Placing Literacy Phenomena Within Their Actual Context. J.L. Green, C.N. Dixon, A. Zaharlick, Ethnography as a Logic of Inquiry. F.R. Burton, B.L. Seidl, Teacher Researcher Project: From the Elementary School Teacher's Perspective. B. Fecho, J. Allen, Teacher Inquiry Into Literacy, Social Justice, and Power. C.B. Smith, S.S. Klein, Synthesis Research in Language Arts Instruction. D.E. Alvermann, G.G. Hruby, Fictive Representation: An Alternative Method for Reporting Research. M.C. Wittrock, Contemporary Methodological Issues and Future Directions in Research on the Teaching of English.

Subject Categories

BISAC Subject Codes/Headings:
EDU000000
EDUCATION / General
EDU029020
EDUCATION / Teaching Methods & Materials / Reading & Phonics
EDU037000
EDUCATION / Research
LAN010000
LANGUAGE ARTS & DISCIPLINES / Literacy