Academic Literacy Instruction: Engagement for Learning in High School Biology Classrooms
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Von Händler/Antiquariat, BuySomeBooks [52360437], Las Vegas, NV, U.S.A.
Paperback. 664 pages. Dimensions: 8.7in. x 5.9in. x 1.5in.To succeed in a 21st century world, the ability to communicate, innovate, think, problem solve, and collaborate is essential. Citizens in a democracy need skill in using knowledge to make informed judgments in daily life and to consider issues that impact their world. Traditional instruction in high school classrooms is no longer adequate for developing these skills. Current thinking highlights a disciplinary literacy approach in which students gain subject-area knowledge through the discourses characteristic of each subject area. This book describes a study that compares traditional instruction with innovative teaching practice that employs EngageALLEngagement Model of Academic Literacy for Learningthat supports the gradual expansion of content-area understanding. Findings reveal that improved thinking and learning result when instruction is sequenced with attention to interest development, inquiry, zone of proximal development, positive learning experiences, and sustained engagement with social-constructivist activity that emphasizes the rich academic discourses of the subject-area domain. This book bridges research and theory to classroom practice and professional development. This item ships from multiple locations. Your book may arrive from Roseburg,OR, La Vergne,TN.

Von Händler/Antiquariat, Books2Anywhere [190245], Swindon, United Kingdom.
New Book. Shipped from UK in 4 to 14 days. Established seller since 2000. This item is printed on demand.

Von Händler/Antiquariat, AHA-BUCH GmbH [51283250], Einbeck, Germany.
This item is printed on demand - Print on Demand Titel. Neuware - To succeed in a 21st century world, the ability to communicate, innovate, think, problem solve, and collaborate is essential. Citizens in a democracy need skill in using knowledge to make informed judgments in daily life and to consider issues that impact their world. Traditional instruction in high school classrooms is no longer adequate for developing these skills. Current thinking highlights a disciplinary literacy approach in which students gain subject-area knowledge through the discourses characteristic of each subject area. This book describes a study that compares traditional instruction with innovative teaching practice that employs EngageALL Engagement Model of Academic Literacy for Learning that supports the gradual expansion of content-area understanding. Findings reveal that improved thinking and learning result when instruction is sequenced with attention to interest development, inquiry, zone of proximal development, positive learning experiences, and sustained engagement with social-constructivist activity that emphasizes the rich academic discourses of the subject-area domain. This book bridges research and theory to classroom practice and professional development. 664 pp. Englisch.

Von Händler/Antiquariat, The Book Depository EURO [60485773], London, United Kingdom.
Language: English Brand New Book ***** Print on Demand *****.To succeed in a 21st century world, the ability to communicate, innovate, think, problem solve, and collaborate is essential. Citizens in a democracy need skill in using knowledge to make informed judgments in daily life and to consider issues that impact their world. Traditional instruction in high school classrooms is no longer adequate for developing these skills. Current thinking highlights a disciplinary literacy approach in which students gain subject-area knowledge through the discourses characteristic of each subject area. This book describes a study that compares traditional instruction with innovative teaching practice that employs EngageALL-Engagement Model of Academic Literacy for Learning-that supports the gradual expansion of content-area understanding. Findings reveal that improved thinking and learning result when instruction is sequenced with attention to interest development, inquiry, zone of proximal development, positive learning experiences, and sustained engagement with social-constructivist activity that emphasizes the rich academic discourses of the subject-area domain. This book bridges research and theory to classroom practice and professional development.

Engagement for Learning in High School Biology Classrooms, Engagement for Learning in High School Biology Classrooms.

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