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Teaching and Learning Argumentative Writing in High School English Language Arts Classrooms

Newell, George Bloome David Hirvela Alan
Innbundet / 2015 / Engelsk

Produktdetaljer

ISBN
9781138017429
Publisert
2015-06-18
Utgiver
Vendor
Routledge
Vekt
476 gr
Høyde
229 mm
Bredde
152 mm
Aldersnivå
U, G, 05, 01
Språk
Product language
Engelsk
Format
Product format
Innbundet
Antall sider
258

Forfatter
Newell, George
Bloome David
Hirvela Alan

Om bidragsyterne

George E. Newell is Professor, College of Education and Human Ecology, The Ohio State University, USA.

David Bloome is EHE Distinguished Professor of Teaching and Learning and Director of the Center for Video Ethnography and Discourse Analysis, College of Education and Human Ecology, The Ohio State University, USA.

Alan Hirvela is Professor, College of Education and Human Ecology, The Ohio State University, USA.

Tzu-Jung Lin is Assistant Professor, Department of Educational Studies, The Ohio State University, USA.

Jennifer VanDerHeide is Assistant Professor, Department of Teacher Education, Michigan State University, USA.

Allison Wynhoff Olsen is Assistant Professor, Department of English, Montana State University, USA

Eileen Buescher, Brent Goff, MinYoung Kim, SangHee Ryu, and Larkin Weyand are doctoral students at The Ohio State University, USA.

Teaching and Learning Argumentative Writing in High School English Language Arts Classrooms

Newell, George Bloome David Hirvela Alan
Innbundet / 2015 / Engelsk
Newell, George Bloome David Hirvela Alan
Innbundet / 2015 / Engelsk
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Focused on the teaching and learning argumentative writing in grades 9-12, this important contribution to literacy education research and classroom practice offers a new perspective, a set of principled practices, and case studies of excellent teaching. The case studies illustrate teaching and learning argumentative writing as the construction of knowledge and new understandings about experiences, ideas, and texts. Six themes key to teaching argumentative writing as a thoughtful, multi‐leveled practice for deep learning and expression are presented: teaching and learning argumentative writing as social practice, teachers’ epistemological beliefs about argumentative writing, variations in instructional chains, instructional conversations in support of argumentative writing as deep learning and appreciation of multiple perspectives, contextualized analysis of argumentative writing, and the teaching and learning of argumentative writing and the construction of rationalities.
Les mer
This book offers a new perspective on argumentative writing in grades 9-12, a set of principled practices, and case studies of excellent teaching to guide educators in using research-based knowledge to foster thoughtful writing and analytic thinking in high school classrooms.
Les mer
Acknowledgements Artist’s Statement About the CoverIntroduction Chapter 1: Researching the Teaching and Learning of Argumentative Writing as Social Practice Chapter 2: Epistemologies And Beliefs About The Teaching And Learning of "Good"Argumentative Writing Chapter 3: Curricular and Instructional Organization : Instructional Chains in the Teaching and Learning of Argumentative WritingChapter 4: Instructional Conversations and the Teaching and Learning of Argumentative WritingChapter 5: How Instructional Contexts Shape the Structure and Content of Students’ Argumentative Writing Chapter 6: The Teaching And Learning Of Argumentative Writing And The (Re)Construction Of Rationalities Chapter 7: Conclusion: From Essay Structures To Social Practices And Rationalities For Argumentation And Argumentative Writing In The High School English Language Arts ClassroomAppendices Appendix A: Methods and ProceduresAppendix B: Information About the Participating Teachers and StudentsAppendix C: Research InstrumentsAbout the Authors
Les mer

Relaterte produkter

Focused on the teaching and learning argumentative writing in grades 9-12, this important contribution to literacy education research and classroom practice offers a new perspective, a set of principled practices, and case studies of excellent teaching. The case studies illustrate teaching and learning argumentative writing as the construction of knowledge and new understandings about experiences, ideas, and texts. Six themes key to teaching argumentative writing as a thoughtful, multi‐leveled practice for deep learning and expression are presented: teaching and learning argumentative writing as social practice, teachers’ epistemological beliefs about argumentative writing, variations in instructional chains, instructional conversations in support of argumentative writing as deep learning and appreciation of multiple perspectives, contextualized analysis of argumentative writing, and the teaching and learning of argumentative writing and the construction of rationalities.
Les mer
This book offers a new perspective on argumentative writing in grades 9-12, a set of principled practices, and case studies of excellent teaching to guide educators in using research-based knowledge to foster thoughtful writing and analytic thinking in high school classrooms.
Les mer
Acknowledgements Artist’s Statement About the CoverIntroduction Chapter 1: Researching the Teaching and Learning of Argumentative Writing as Social Practice Chapter 2: Epistemologies And Beliefs About The Teaching And Learning of "Good"Argumentative Writing Chapter 3: Curricular and Instructional Organization : Instructional Chains in the Teaching and Learning of Argumentative WritingChapter 4: Instructional Conversations and the Teaching and Learning of Argumentative WritingChapter 5: How Instructional Contexts Shape the Structure and Content of Students’ Argumentative Writing Chapter 6: The Teaching And Learning Of Argumentative Writing And The (Re)Construction Of Rationalities Chapter 7: Conclusion: From Essay Structures To Social Practices And Rationalities For Argumentation And Argumentative Writing In The High School English Language Arts ClassroomAppendices Appendix A: Methods and ProceduresAppendix B: Information About the Participating Teachers and StudentsAppendix C: Research InstrumentsAbout the Authors
Les mer

Produktdetaljer

ISBN
9781138017429
Publisert
2015-06-18
Utgiver
Vendor
Routledge
Vekt
476 gr
Høyde
229 mm
Bredde
152 mm
Aldersnivå
U, G, 05, 01
Språk
Product language
Engelsk
Format
Product format
Innbundet
Antall sider
258

Forfatter
Newell, George
Bloome David
Hirvela Alan

Om bidragsyterne

George E. Newell is Professor, College of Education and Human Ecology, The Ohio State University, USA.

David Bloome is EHE Distinguished Professor of Teaching and Learning and Director of the Center for Video Ethnography and Discourse Analysis, College of Education and Human Ecology, The Ohio State University, USA.

Alan Hirvela is Professor, College of Education and Human Ecology, The Ohio State University, USA.

Tzu-Jung Lin is Assistant Professor, Department of Educational Studies, The Ohio State University, USA.

Jennifer VanDerHeide is Assistant Professor, Department of Teacher Education, Michigan State University, USA.

Allison Wynhoff Olsen is Assistant Professor, Department of English, Montana State University, USA

Eileen Buescher, Brent Goff, MinYoung Kim, SangHee Ryu, and Larkin Weyand are doctoral students at The Ohio State University, USA.

Relaterte produkter