Welcome to our book review site go-pdf.online!
You may have to Search all our reviewed books and magazines, click the sign up button below to create a free account.
Reading Families
This dynamic text offers a rare glimpse into the literacy development of urban children and their families' role in it. Based on the author's candid interviews with her first-grade students, their parents and grandparents, this book challenges the stereotypical view that urban parents don't care about their children's education. By listening closely to the voices of her students and their families, the author helps us to move beyond negative assumptions, revealing complexities that have previously been undocumented.
Making Sense of Literacy Scholarship
This book is a roadmap to the key decisions, processes, and procedures to use when synthesizing qualitative literacy research. Covering the major types of syntheses – including the dissertation literature review, traditional literature review, integrative literature review, meta-synthesis, and meta-ethnography – Compton-Lilly, Rogers, and Lewis Ellison offer techniques and frameworks to use when making sense of a large body of scholarship. Addressing the standard and untraditional forms a research synthesis can take, the authors provide clear and practical examples of synthesis designs and techniques, and consider how epistemological, ontological, and ethical questions arise when designi...
Time and Space in Literacy Research
Literacy researchers interested in how specific sites of learning situate students and the ways they make sense of their worlds are asking new questions and thinking in new ways about how time and space operate as contextual dimensions in the learning lives of students, teachers, and families. These investigations inform questions related to history, identity, methodology, in-school and out-of school spaces, and local/global literacies. An engaging blend of methodological, theoretical, and empirical work featuring well-known researchers on the topic, this book provides a conceptual framework for extending existing conceptions of context and provides unique and ground-breaking examples of empirical research.
Confronting Racism, Poverty, and Power
These are among the many myths about poor and diverse families. Catherine Compton-Lilly refutes them with the best data available.
Time in Education
Time in Education: Intertwined Dimensions and Theoretical Possibilities is part of the Garn Press Women Scholars Series. It explores the intersection of literacy and the construct of time within education through the scholarship of Catherine Compton-Lilly, who highlights the complexity of studying learning. In particular, she focuses on how and what people learn over time within school-based structure, which entail established power structures that define who we are as learners, privileging some learners and marginalizing others. Catherine Compton-Lilly presents a theoretical kaleidoscope of learning and literacy over time and illustrates how understandings of learners and learning shift as ...
Reading Time
While teachers cannot travel back in time to visit their students at earlier ages, they can draw on the rich sets of experiences and knowledge that students bring to classrooms. In her latest book, Catherine Compton-Lilly examines the literacy practices and school trajectories of eight middle school students and their families. Through a unique longitudinal lens—the author has studied these same students from first grade—we see how students from a low-income, inner-city community grow and develop academically, revealing critical insights for teachers about literacy development, identity construction, and school achievement.
Re-Reading Famililes
Four years after publishing her provocative study, Reading Families: The Literate Lives of Urban Children, Compton-Lilly revisits the same group of urban students (then first graders, now fourth and fifth graders) and their families. Armed with rare longitudinal data from follow-up interviews and reading assessments, she once again upsets widespread misconceptions about reading and urban families. This eye-opening sequel uses case studies to explore important issues, such as students’ feelings of connection to their school; gender and schooling; parents’ experiences dealing with “the system”; high-stakes testing; and technology use at home. Building on past insights, this book: Uses an innovative approach to educational research to explore why urban students often have difficulty becoming proficient readers. Employs case studies to support a new construct called “reading capital.” Offers important recommendations for teaching in diverse communities. Models longitudinal qualitative research, describing the critical role it plays in studying a child’s experiences with school.
Whitewashed Critical Perspectives
This volume examines revolutionary constructs in literacy education and demonstrates how they have been gentrified, whitewashed, and appropriated, losing their revolutionary edge so as to become palatable for the mainstream. Written by top scholars in literacy education, chapters cover key concepts that were originally conceived as radical theories to upset the status quo—including Third Space, Funds of Knowledge, Culturally Relevant Pedagogies, and more. Each chapter addresses how the core theory was culturally appropriated and de-fanged to support rather than take down racial and societal hierarchies. Critiquing the harmful impact of watering down these theories, the contributors offer ways to restore the edge to these once groundbreaking ideas, reject racist and assimilationist trends, and support the original vision behind these liberatory theories. In so doing, this volume adopts a truly radical, critical stance that is essential for researchers, scholars, and students in literacy education.
Handbook of Research on Formative Assessment in Pre-K Through Elementary Classrooms
Educators require constructive information that details their students’ comprehension and can help them to advance the learners' education. Accurate evaluation of students at all educational levels and the implementation of comprehensive assessment strategies are essential for ensuring student equality and academic success. The Handbook of Research on Formative Assessment in Pre-K Through Elementary Classrooms is an essential research publication that addresses gaps in the understanding of formative assessment and offers educators meaningful and comprehensive examples of formative assessment in the Pre-K through elementary grade levels. Covering an array of topics such as literacy, professional development, and educational technologies, this book is relevant for instructors, administrators, education professionals, educational policymakers, pre-service teachers, academicians, researchers, and students.
Children in Immigrant Families Becoming Literate
This original book offers a meaningful window into the lived experiences of children from immigrant families, providing a holistic, profound portrait of their literacy practices as situated within social, cultural, and political frames. Drawing on reports from five years of an ongoing longitudinal research project involving students from immigrant families across their elementary school years, each chapter explores a unique set of questions about the students’ experiences and offers a rich data set of observations, interviews, and student-created artifacts. Authors apply different sociocultural, sociomaterial, and sociopolitical frameworks to better understand the dimensions of the childre...
