Methods of Research on Teaching the English Language Arts: The Methodology Chapters From the Handbook of Research on Teaching the English Language Art [Hardcover]

This text makes available in a concise format the chapters comprising the research methodology section of the Handbook of Research on Teaching the English Language Arts, Second Edition. An introduction, designed to give K-12 teachers an understanding of the basic categories and functions of research in teaching, is followed by chapters addressing teacher professionalism and the rise of multiple literacies ; empirical research; longitudinal studies; case studies; ethnography; teacher research; teacher inquiry into literacy, social justice, and power; synthesis research; fictive representation; and contemporary methodological issues and future direction in research on the teaching of English. Methods of Research on Teaching the English Language Arts is well-suited for use in upper-level undergraduate and graduate-level literacy research methods courses.
Contents: Preface. S. Stotsky, C. Mall, Understanding Research on Teaching the English Language Arts: An Introduction for Teachers. A. DiPardo, Teacher Professionalism and the Rise of Multiple Literacies : How to Describe Our Specialized Knowledge. R.C. Calfee, M. Chambliss, The Design of Empirical Research. R.J. Tierney, M. Sheeby, What Longitudinal Studies Say About Literacy Development/What Literacy Development Says About Longitudinal Studies. J. Birnbaum, J. Emig, D. Fisher, Case Studies: Placing Literacy Phenomena Within Their Actual Context. J.L. Green, C.N. Dixon, A. Zaharlick, Ethnography as a Logic of Inquiry. F.R. Burton, B.L. Seidl, Teacher Researcher Project: From the Elementary School Teacher's Perspective. B. Fecho, J. Allen, Teacher Inquiry Into Literacy, Social Justice, and Power. C.B. Smith, S.S. Klein, Synthesis Research in Language Arts Instruction. D.E. AllÃ4