Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

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Bringing It All Together


Beck, I., Hamilton R., & McKeown, M. (1997). Questioning the author: An approach for enhancing student engagement with text. Newark, DE: International Reading Association.

Cope, B., & Kalantzis, M. (2000). Multiliteracies: Literacy learning and the design of social futures. New York: Routledge.

Daniels, H. (2002). Literature circles: Voice and choice in book clubs and reading groups. (2nd ed.). Ontario: Stenhouse.

Filmore, L.W., & Snow, C. (2000). What teachers need to know about language. Washington, DC: Center for Applied Linguistics.

Fischer, D., & Frey, N. (2013). Better learning through structured teaching: A framework for the gradual release of responsibility. (2nd ed.). Alexandria, VA: ASCD.

Freire, P., & Macedo, D. (1987). Literacy: Reading the word and the world. Westport, CT: Greenwood Publishing Group.

Freire, P. (2000). Pedagogy of the oppressed (30th anniversary edition). New York: Bloomsbury Publishing.

Galda, L., & Beach, R. (2001). Response to literature as a cultural activity. Reading Research Quarterly, 36(1), International Reading Association, 64–73.

Gay, G. (2002). Preparing for culturally responsive teaching. 
Journal of Teacher Education, 53, 106.

Gee, J. P. (1989). What is literacy? Journal of Education, 171(1), 18–25.

Hyerle, D. (2009). Visual tools for transforming information into knowledge. (2nd ed.). Thousand Oaks, CA: Sage Publications.

Jackson, Y. (2012). The pedagogy of confidence. New York: Teachers College Press

Jenson, E. (2005). Teaching with the brain in mind. (2nd ed.). Alexandria, VA: ASCD.

Krashen, S. (2004). The power of reading. (2nd ed.). Portsmouth, NH: Heinemann Co. and Westport, CT: Libraries Unlimited.

Krashen, S. (1989, Winter). We acquire vocabulary and spelling by reading: Additional evidence for the input hypothesis. The Modern Language Journal, 73(4), 440–464.

Ladson-Billings, G. (1995, September 21). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32, 465–491.

Lapp, D. & Fisher, D. (2011). Handbook of research on teaching the English language arts. London: Routledge.

Nystrand, M. (May, 2006). Research on the role of classroom discourse as it affects reading comprehension. Research in the Teaching of English, (40)4, 392–412.

Rosenblatt, L. (1978). The reader, the text, the poem: The transactional theory of the literary work. Carbondale: Southern Illinois University Press.

Rothstein, A. S., Rothstein, E., & Lauber, G. (2007). Writing as learning: A content- based approach (2nd ed.). Thousand Oaks, CA: Corwin Press.

Taff, S. W., Blachowijcz, C., & Fisher, P. (2009). Vocabulary instruction for diverse learners. In Morrow, L. M., Rueda, R., & Lapp, D. (Eds.). Handbook of research on literacy and diversity. New York: The Guilford Press, 320–336.

Zwiers, J. (2014). Building academic language. (2nd ed.). San Francisco, CA: Jossey Bass.