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More About This Title Rethinking Preparation for Content Area Teaching:The Reading Apprenticeship Approach
English
David M. Donahue is assistant professor of education at Mills College, Oakland, California.
Kate Evans, formerly assistant professor of education at San Jose State University, now teaches at the University of California, Santa Cruz.
Tomás Galguera is associate professor of education at Mills College, Oakland, California.
English
Preface.
Acknowledgments.
The Sponsors.
The Authors.
Contributors.
1. Preparing All Teachers as Teachers of Reading: Challenges and Visions.
2. Framing Content Area Instruction with Reading Apprenticeship.
3. Apprenticing Teachers to Reading in the Disciplines.
4. Promoting Inquiry into Student Reading Practices.
5. Linking Reading Strategies to Content Instruction.
6. Broadening the Curriculum with Alternative Texts.
7. Supporting English Learners with Reading Apprenticeship.
8. Evaluating Reading Intervention Programs.
9. Partnering for Improved Academic Literacy: A University-District Collaboration (Richard D. Sawyer, Diana Bledsoe).
10. Translating Preservice Inquiry to the Classroom: Dilemmas for New Teachers.
11. Teacher Preparation for Academic Literacy: Summary and Recommendations.
Appendix A. Understanding Metacognition: Literacy Autobiography (Cathleen D. Rafferty).
Appendix B. Reading in Mathematics: Inquiry with Preservice Teachers (Virginia Draper).
Name Index.
Subject Index.
English
--Linda Miller Cleary, professor of English education, Morse Alumni Professor of Distinguished Teaching, University of Minnesota, Duluth
"Finally, a book on content area literacy with a bigger vision concerning what it means for adolescents to read in the disciplines and how teachers can support such reading."
--Stephen B. Kucer, associate professor of language and literacy education, Division of Curriculum and Teaching, Fordham University-Lincoln Center
"Braunger and colleagues offer a set of practices for engaging preservice teachers in learning how to use literacy in content teaching. Their approach is a vast improvement over former models of content-area literacy teacher education. The book is thick with resources, strategies, and reflective practices, and I look forward to using it as a resource for my own teacher education and professional development practices in large urban middle schools and high schools."
--Elizabeth Birr Moje, Arthur F. Thurnau Professor Educational Studies, University of Michigan
"Unique in content area texts, the instructional strategies depicted in this work are grounded in a coherent theoretical frame and presented in real-life classroom complexities. I see many ways of using and adapting the assignments and classroom practices in my own preservice and graduate courses."
--Jayne DeLawter, professor of reading and language education, Sonoma State University
"It is refreshing to read a book geared for teaching preservice and practicing teachers that respects the knowledge they bring to the classroom and builds upon their abilities to take critical and inquiring stances on content area literacy."
--Robert Anthony Fecho, associate professor of teacher education, University of Georgia
