Investigating Disciplinary Literacy

Investigating Disciplinary Literacy A Framework for Collaborative Professional Learning

Christina L. Dobbs, Jacy Ippolito, and Megin Charner-Laird, Foreword by Elizabeth A. City
cloth, 216 Pages
Pub. Date: August 2017
ISBN-13: 978-1-68253-069-6
Price: $62.00

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paper, 216 Pages
Pub. Date: August 2017
ISBN-13: 978-1-68253-068-9
Price: $31.00

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Investigating Disciplinary Literacy provides practical, research-based guidance for teachers seeking to strengthen students’ reading, writing, and communication skills in subjects from the humanities to the sciences. The authors present a framework for conducting professional development cycles based on disciplinary literacy-related learning and district-based research projects they have conducted over the past five years.

Praise

The promise of disciplinary literacy has been unrealized in large part because of systematic implementation issues. This book provides a solution. The authors articulate an approach that will ensure that teachers are supported to engage students in disciplinary thinking. Their recommendations are based on solid research and practical experience and have the potential to transform the learning experiences for adolescents and young adults.
— Douglas Fisher, chair, Department of Educational Leadership, San Diego State University

This book is a gift to all involved in professional learning projects in schools—teachers, teacher leaders, instructional coaches, and administrators. The seven-step framework offers a process that centers teachers as collaborative agents of innovation, highlighting the questions and decision points that matter most. Practioner voices from teachers and school leaders bring the process to life, and the resources included are practical, adaptable, and ready for work!
— Jessica Tunney, faculty lecturer in teacher education, School of Education, University of California, Irvine

In contrast to the eternal top-down school reforms we've experienced in recent decades, the authors embrace school-based, practice-driven, organic, contextual teacher learning. They are grounded at the schoolhouse, they trust teachers, and they are aware of the complexity of school change and school improvement. — Robert J. Weintraub, professor of educational leadership and policy studies, Boston University School of Education

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About the Authors

Christina L. Dobbs is an assistant professor in the English Education Program at the Boston University School of Education. Jacy Ippolito is an associate professor in the School of Education at Salem State University. Megin Charner-Laird is an assistant professor in the School of Education at Salem State University.


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