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Zusatztext "Rarely do readers of educational volumes have an opportunity to explore with authors the developing journeys?to understanding how particular forms of reflective processes support teachers in creating ongoing learning opportunities with linguistically! culturally! socially and intellectually diverse learners in classrooms and other educational settings. In this volume! the authors create a dialogic approach to engaging readers! whether beginning or experienced teachers! administrators! or those engaged in professional development processes! in exploring the principles and processes guiding the Gradual Release of Responsibility model (GRR) Model! an approach to developing professional understandings and actions of teachers developed over the past four decades. By focusing on video-based telling cases of the historical and ongoing theoretical and process roots of this model in action! the authors provide readers with opportunities to (re)formulate what Educational Philosophers B.O. Smith and Robert Ennis (1961) framed as new fundamental concepts of education that support the complex and challenging work of teachers with diverse learners in classrooms and other educational settings."--Judith Green! Professor Emeritus! University of California! Santa Barbara"The book presents the Gradual Release of Responsibility Model within a pedagogy of video reflection to scaffold preservice and inservice teachers in using video records to deepen reflection on literacy teaching and learning. Written in accessible prose with practical examples and activities and grounded in research! the authors demonstrate how preservice and inservice teachers! teacher educators! and educational leaders can use the GRR Model as a cornerstone in building a reflective community of practice! working toward adaptive expertise in literacy teaching! and attending to the needs of diverse learners."-- Taffy Raphael! Professor Emeritus! University of Illinois at Chicago"The book presents the Gradual Release of Responsibility Model within a pedagogy of video reflection to scaffold preservice and inservice teachers in using video records to deepen reflection on literacy teaching and learning. Written in accessible prose with practical examples and activities and grounded in research! the authors demonstrate how preservice and inservice teachers! teacher educators! and educational leaders can use the GRR Model as a cornerstone in building a reflective community of practice! working toward adaptive expertise in literacy teaching! and attending to the needs of diverse learners."?--Nell Duke! Professor! University of Michigan Informationen zum Autor Mary B. McVee is Professor of Literacy Education and Director of the Center for Literacy & Reading Instruction (CLaRI) at the University at Buffalo, SUNY, USA. Lynn E. Shanahan is Associate Professor of Literacy Education at University at Buffalo, SUNY, USA. H. Emily Hayden is Assistant Professor of Literacy Education at Iowa State University, Ames, USA. Fenice B. Boyd is Professor and Chair of the Instruction and Teacher Education Department at University of South Carolina, USA. P. David Pearson is former Dean and Professor in Language and Literacy and Human Development at the University of California Berkeley, USA. Klappentext Combining video analysis with the well-known Gradual Release of Responsibility (GRR) model, this book offers teacher educators a fresh perspective and a new tool for supporting teachers' learning and reflection. The clearly articulated and useful framework shifts the focus away from children and toward teachers' thinking about their own teaching practice. Interwoven with practical examples of the framework in use, this book identifies ways that teachers and teacher educators can foster more productive kinds of reflection about video-recorded classroom interactions and support preservice and inservice...
