Language and Literacy in Inquiry-Based Science Classrooms, Grades 3-8

Fang, Zhihui

ISBN 10: 141298842X / ISBN 13: 9781412988421

Editore: Corwin, 2010

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Dati bibliografici

• Titolo: Language and Literacy in Inquiry-Based Science Classrooms, Grades 3-8
• Editore: Corwin
• Data di pubblicazione: 2010
• Lingua: Inglese
• ISBN 10: 141298842X
• ISBN 13: 9781412988421
• Rilegatura: Paperback
• Condizione: Good

Descrizione articolo

Riassunto

This hands-on resource offers a wealth of strategies aligned with national science education standards, including sample lessons for integrating reading instruction into inquiry-based science classrooms.

Informazioni sugli autori

Zhihui Fang (Ph.D., Purdue University) is Professor of Language and Literacy Education in the School of Teaching and Learning at the University of Florida, where he also coordinates the Reading Education program. He specializes in content area reading and writing, language development, and teacher education. His recent research focuses on the role of language in construing disciplinary knowledge and in shaping students’ literacy development. He is particularly interested in exploring the use of evidence-based language and literacy practices to support science teaching and learning. Zhihui has authored over 70 publications that include books, book chapters, and journal articles. His Reading in Secondary Content Areas: A Language-Based Pedagogy (University of Michigan Press, 2008), co-authored with Mary Schleppegrell, describes a new approach to teaching reading in the subjects of science, mathematics, social studies, and language arts. He can be contacted at zfang@coe.ufl.edu.

Linda Leonard Lamme is professor of education at the University of Florida School of Teaching and Learning  where she teaches courses in children′s literature, including international literature, literature for the writing program, literature for the content areas, and multicultural literature. She conducts research on children′s responses to literature, book analysis, and literature in the curriculum. Lamme has served on the Notable Books for a Global Society Committee for the Children′s Literature and Reading SIG of IRA, the Notable Books for Language Arts Committee for NCTE, and the Children′s Literature Assembly Board. 

Rose M. Pringle is associate professor of science education at the University of Florida School of Teaching and Learning. Her areas of research include preservice teachers’ positionality as science learners and issues associated with learning to teach inquiry-based science. She is particularly interested in working towards increasing the participation of minorities, especially girls of African descent, into mathematics and science related careers. Pringle is currently exploring the relationship between science teachers’ and counselors’ expectations and African American girls’ self-perception as science and mathematics learners.