Overview

Full Product Details

Author:   Enrique A. Puig ,  Kathy S. Froelich
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Weight:   0.435kg
ISBN:  

9780367638641

ISBN 10:   0367638649
Pages:   296
Publication Date:   27 August 2021
Audience:   College/higher education ,  Tertiary & Higher Education
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Foreword by Brian Cambourne Acknowledgements Prelude Interlude: Understanding rationales and dispositions Chapter 1 Curating the K–12 transdisciplinary learning environment Chapter 2 Understanding an integrated model of transdisciplinary literacy learning as a process Chapter 3 Co-triangulating to inform K–12 instruction Interlude: Defining K–12 instructional practices Chapter 4 Using considerate and inconsiderate multimodal texts Chapter 5 Defining Grades 9-12 instructional practices within a K–12 literacy framework Chapter 6 Defining Grades 6-8 instructional practices within a K–12 literacy framework Chapter 7 Defining Grades 3-5 instructional practices within a K–12 literacy framework Chapter 8 Defining Grades K-2 instructional practices within a K–12 literacy framework Interlude: Building a foundation for implementation Chapter 9 Developing a literacy leadership team to refine and sustain a K–12 transdisciplinary literacy framework for instruction Chapter 10 Transdisciplinary literacy coaching on a continuum of professional learning Chapter 11 Engaging in multi-tiered systems of upport, response to intervention/instruction, and professional learning communities of practice in a K–12 transdisciplinary literacy framework Epilogue: Lessons learned References Glossary Index

Reviews

Starting with the carefully crafted watchwords of anticipation to the prelude, interludes, and epilogue, Puig and Froelich have created an elegant professional narrative that introduces a transdisciplinary framework for instruction grounded in sound theory and research on literacy learning over time....The text encourages and persuades teachers and teacher leaders to explore and examine their own and others' transdisciplinary literacy behaviors in ways that induce deeper understanding of the complexity of transdisciplinary literacy learning to solve real world issues. --Brian Cambourne, University of Wollongong, Australia

Author Information

Enrique A. Puig, Ed.D., is Director of the Morgridge International Reading Center at the University of Central Florida, USA. Kathy S. Froelich, Ph.D., is Clinical Associate, at the School of Teacher Education at Florida State University, USA, retired.

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