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Best Practices in Writing Instruction, Third Edition de Steve Graham

Best Practices in Writing Instruction, Third Edition

Editat de Steve Graham, Charles A. MacArthur, Michael A. Hebert
en Limba Engleză Paperback – mar 2019

Relevanța acestei lucrări pentru cadrele didactice aflate în proces de perfecționare sau pentru obținerea gradelor didactice este fundamentală, oferind o bază solidă pentru dezvoltarea curriculei de scriere conform standardelor moderne. Găsim în această a treia ediție a Best Practices in Writing Instruction, Third Edition un ghid metodologic esențial, care traduce rezultatele cercetării academice în strategii aplicabile direct la catedră, de la clasa pregătitoare până la finalul liceului. Putem afirma că volumul acționează ca o punte între teorie și practică, fiind revizuit pentru a include opt capitole noi ce reflectă dinamica actuală a mediului educațional.

Structura volumului este riguroasă, debutând cu fundamentele bazate pe dovezi și continuând cu organizarea spațiului de învățare și motivarea elevilor. Ulterior, editorii Steve Graham, Charles A. MacArthur și Michael A. Hebert ghidează cititorul prin specificul scrierii narative și argumentative, până la utilizarea instrumentelor digitale în procesul creativ. Această abordare cuprinde aceeași arie tematică precum Writing Instruction Across the Disciplines, dar cu o abordare mult mai axată pe fundamentele pedagogice universale ale procesului de scriere, în timp ce titlul menționat se concentrează pe integrarea scrierii în diverse materii precum științele sau matematica.

În contextul operei editorilor, acest volum completează perfect Handbook of Writing Research, Third Edition. Dacă Handbook-ul oferă o sinteză teoretică vastă a cercetării, lucrarea de față transformă acea teorie în „bune practici” concrete. Secțiunile despre evaluare, revizuire și conexiunea dintre citit și scris oferă instrumente precise pentru monitorizarea progresului elevilor, asigurând o instruire diferențiată și incluzivă.

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Specificații

ISBN-13: 9781462537969
ISBN-10: 1462537960
Pagini: 416
Dimensiuni: 152 x 229 x 25 mm
Greutate: 0.57 kg
Ediția:3rd edition
Editura: Guilford Publications
Colecția Guilford Press

Public țintă

Professional Practice & Development

De ce să citești această carte

Această carte este indispensabilă profesorilor, metodiștilor și studenților de la facultățile de științe ale educației care doresc să implementeze un program de scriere eficient. Cititorul câștigă acces la strategii validate științific pentru îmbunătățirea abilităților de la ortografie la argumentație complexă. Este un instrument practic care ajută la gestionarea diversității din clasă, oferind soluții concrete pentru elevii cu nevoi speciale sau pentru integrarea tehnologiei digitale în orele de curs.

Despre autor

Steve Graham, Charles A. MacArthur și Michael A. Hebert sunt cercetători de renume în domeniul alfabetizării și educației. Steve Graham este o autoritate în studiul proceselor de scriere, contribuind la numeroase lucrări de referință, inclusiv Handbook of Writing Research, Third Edition. Expertiza lor colectivă acoperă intervențiile pentru elevii cu dificultăți de învățare și dezvoltarea de strategii educaționale bazate pe dovezi. Deși unii colaboratori, precum H. Lee Swanson sau Karen R. Harris, sunt recunoscuți pentru studii asupra memoriei de lucru și a dizabilităților de învățare, echipa de editori a acestui volum se concentrează pe transpunerea acestor cercetări în metodologii pedagogice aplicabile la scară largă.

Cuprins

I. Introduction
1. Evidence-Based Practices in Writing, Steve Graham & Karen R. Harris
II. Creating a Supportive Writing Environment
2. Setting Up the Writing Classroom, Linda Friedrich
3. Motivating Writers, Pietro Boscolo & Carmen Gelati
III. Writing for Different Purposes
4. Narrative Writing, Carol Booth Olson & Lauren Godfrey
5. Writing from Source Material, Michael Hebert
6. Argumentative Writing, Ralph P. Ferretti & William E. Lewis
7. Writing to Learn, Perry D. Klein, Katrina N. Haug, & Ashley Bildfell
8. Writing with Digital Tools, Rachel Karchmer-Klein
IV. Teaching Writing
9. Handwriting and Spelling, Rui Alexandre Alves, Teresa Limpo, Naymé Salas, & R. Malatesha Joshi
10. Sentence Construction, Bruce Saddler
11. Planning, Debra McKeown & Erin FitzPatrick
12. Evaluation and Revision, Charles A. MacArthur
13. Reading–Writing Connections, Timothy Shanahan
14. Assessing Writing, Joshua Wilson
15. Instruction for Students with Special Needs, Amy Gillespie Rouse
16. Instruction for English Learners, Adrian Pasquarella
Index

Recenzii

"This book thoughtfully answers the 'whys,' 'whats,' and 'how-tos' of effective writing instruction. Graduate students, general and special education teachers, and educational specialists will find the third edition packed with information to design and deliver a comprehensive writing curriculum. The book highlights evidence-based practices in the most important areas of writing instruction and assessment. New chapters on setting up the writing classroom and writing from sources fill in gaps from the second edition. Use this book in graduate literacy classes, school study groups, or individually to boost K-12 writing performance."--Natalie G. Olinghouse, PhD, Department of Educational Psychology, University of Connecticut

"This is the best book available on how to teach writing effectively. It draws on current research to provide a comprehensive framework and set of tools for teaching writing. Every chapter in the third edition is filled with up-to-date, useful instructional practices. This text will be invaluable to both the research and practice communities."--Joanna P. Williams, PhD, Professor Emerita of Psychology and Education, Teachers College of Columbia University

"Like its predecessors, the third edition is edited and written by scholar-practitioners who bring their vast research knowledge and rich experience working with students and schools to elevate the teaching of writing. Classroom teachers and teacher educators will appreciate the informative, readily applicable descriptions and recommendations offered in each chapter. The chapters on writing from source texts, writing to learn, digital writing tools, and assessment offer practical insights into some of the most complex aspects of K-12 writing instruction.”--Gary A. Troia, PhD, CCC-SLP, Department of Counseling, Educational Psychology, and Special Education, Michigan State University

"Proficient writing is a competence that nowadays cannot be underestimated! Unfortunately, the teaching of writing still remains challenging for a majority of teachers throughout the world. This third edition provides necessary guidance and inspiration, and could not be more timely. Expert contributors report on the newest and most strongly supported instructional approaches for teaching writing from kindergarten through the secondary grades. The chapters are substantive, thorough, and research based, but at the same time accessible and practical. This volume is very well worth reading and translating into classroom practice."--Hilde Van Keer, PhD, Department of Educational Studies, Ghent University, Belgium

"The third edition of Best Practices in Writing Instruction takes the guesswork out of writing instruction by providing a blueprint of proven strategies that can be used immediately. For instance, the authors include suggestions for teaching students to master each writing genre, which is essential in today’s classrooms. This book gives educators the knowledge to meet the needs of all students, including those who receive special education services. I recommend this book for undergraduate- and graduate-level teacher preparation courses, or as a resource for teachers who are interested in taking their instruction to the next level."--Stephen Ciullo, PhD, Special Education Program, Texas State University
-This volume rises above many of its peers as it is not simply a repository, but it acts as a guide for making necessary improvements to the writing instruction U.S. students are receiving. This text represents exhaustive research and practice of writing instruction that improves student performance. Both teachers and researchers alike will find use in this volume. (on the second edition)--Journal of Writing Research, 10/3/2014ƒƒThis edited volume makes a sound argument, based in empirical research, for adopting process approaches to writing instruction and involving learners in such an approach from early on. Furthermore, the contributing authors provide sound rationales and practical advice for focusing student attention and instruction on global concerns of audience, purpose, and communication. (on the first edition)--Reading and Writing, 3/2/2009

Notă biografică

Steve Graham, EdD, is the Warner Professor in the Division of Educational Leadership and Innovation at Mary Lou Fulton Teachers College, Arizona State University. He is also Research Professor in the Learning Science Institute at the Australian Catholic University in Brisbane. Dr. Graham is editor of the Journal of Educational Psychology. He has coedited several books, including Handbook of Writing Research, Second Edition; Handbook of Learning Disabilities, Second Edition; and Best Practices in Writing Instruction, Third Edition. He is the coauthor of three influential Carnegie Corporation reports: Writing Next, Writing to Read, and Informing Writing. Dr. Graham has received numerous awards, including the Sylvia Scribner Award from Division C of the American Educational Research Association (AERA), the Career Research Award from the Council for Exceptional Children (CEC), the Kauffman–Hallahan Distinguished Researcher Award from the CEC Division of Research, the Samuel A. Kirk Award from the CEC Division of Learning Disabilities, the Distinguished Researcher Award from the special education interest group of the AERA, and the Wiederholt Distinguished Lecturer Award from the Council of Learning Disabilities. He was elected to the Reading Hall of Fame in 2018 and is a fellow of AERA, Division 15 of the American Psychological Association, and the International Academy for Research in Learning Disabilities.

Charles A. MacArthur, PhD, is Professor Emeritus of Special Education and Literacy in the School of Education at the University of Delaware. A former special education teacher, Dr. MacArthur has been conducting research on writing development and instruction for struggling writers since the 1980s. Most recently, he was principal investigator on two grants to develop and examine the efficacy of a writing curriculum for college basic writing courses. Other research projects have focused on the development of a writing curriculum for students with learning disabilities, writing strategy instruction, decoding instruction in adult education, speech recognition as a writing accommodation, project-based learning in social studies in inclusive classrooms, and first-grade writing instruction. Dr. MacArthur is a Fellow of the American Educational Research Association and a recipient of a research award from the Council for Exceptional Children. He has served as coeditor of the Journal of Writing Research and the Journal of Special Education, has published over 125 articles and book chapters, and is coeditor or coauthor of several books.

Michael Hebert, PhD, is Associate Professor in the Department of Special Education and Communication Disorders at the University of Nebraska–Lincoln. His primary research interests include the development and testing of writing interventions for students with disabilities, examining the impacts of writing on reading outcomes, and writing assessment. He is the coauthor of two influential Carnegie Corporation reports: Writing to Read and Informing Writing. Dr. Hebert is currently the principal investigator of an Early Career Development and Mentoring grant from the National Center for Special Education Research, with his project focused on developing an informational text writing intervention for fourth-grade struggling writers. He was previously a fellow in the Experimental Education Research Training program supported by the Institute of Education Sciences. Dr. Hebert serves on the editorial board of the Journal of Educational Psychology.

Descriere scurtă

Well established as a definitive text--and now revised and updated with eight new chapters--this book translates cutting-edge research into effective guidelines for teaching writing in grades K-12. Illustrated with vivid classroom examples, the book identifies the components of a complete, high-quality writing program. Leading experts provide strategies for teaching narrative and argumentative writing; using digital tools; helping students improve specific skills, from handwriting and spelling to sentence construction; teaching evaluation and revision; connecting reading and writing instruction; teaching vulnerable populations; using assessment to inform instruction; and more.

New to This Edition
  • Chapters on new topics: setting up the writing classroom and writing from informational source material.
  • New chapters on core topics: narrative writing, handwriting and spelling, planning, assessment, special-needs learners, and English learners.
  • Increased attention to reading–writing connections and using digital tools.
  • Incorporates the latest research and instructional procedures.
See also Handbook of Writing Research, Second Edition, edited by Charles A. MacArthur, Steve Graham, and Jill Fitzgerald, which provides a comprehensive overview of writing research that informs good practice.