商品簡介
Just as there is an achievement gap between students, there also is a gap between teacher inservice training and US education reform. Rodgers and Pinnell (education, Ohio State U.) map out "what is" and "what might be" scenarios in their introduction to ten chapters exploring alternatives to the usual didactic workshop. The final contribution describes Reading Recovery as a successful literacy intervention strategy for at-risk first graders. Lacks an index. Annotation c. Book News, Inc., Portland, OR (booknews.com)
作者簡介
EMILY M. RODGERS is an assistant professor in the College of Education at The Ohio State University. Before joining OSU, Emily was a teacher for ten years in Newfoundland. Her research focuses on the professional development of teachers and the nature of effective scaffolding of literacy learning. Her paper "Language Matters: When is a Scaffold Really a Scaffold" won the National Reading Conference's Outstanding Student Research Award in 1999.GAY SU PINNELL is a professor in the School of Teaching and Learning at The Ohio State University. She has extensive experience in classroom teaching and field-based research, and in developing comprehensive approaches to literacy education. She has received the International Reading Associations Albert J. Harris Award for research and the Charles A. Dana Foundation Award for her contributions to the field of education. She is also a member of the Reading Hall of Fame.
