Literaturnachweis - Detailanzeige
Autor/inn/en | Savitz, Rachelle S.; Vega Quesada, Hazel; Gazioglu, Mihaela; Hines-Farmer, Shauna |
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Titel | A Geography Teacher's Approach to Literacy Integration |
Quelle | In: Clearing House: A Journal of Educational Strategies, Issues and Ideas, 96 (2023) 1, S.11-22 (12 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Savitz, Rachelle S.) ORCID (Gazioglu, Mihaela) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0009-8655 |
DOI | 10.1080/00098655.2022.2156445 |
Schlagwörter | Geography Instruction; Literacy Education; Interdisciplinary Approach; Beginning Teachers; Instructional Materials; Inquiry; Student Projects; Grade 10; High School Teachers; Comprehension Geography education; Geography lessons; Geografieunterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Junior teacher; Junglehrer; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Schulprojekt; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Verstehen; Verständnis |
Abstract | Emphasis on literacy within middle and high school classrooms is not new; however, there is a shortage of research exploring literacy across disciplines, especially in a geography classroom. Using a holistic case study, we investigated how one first-year geography teacher integrated multiple active literacy strategies within her instruction. Findings indicate that while our participant intended to engage students in participating and acting as geographers, she first needed to support students' comprehension with graphic organizers, inquiry, and projects. These findings may affirm other educators' attempts to incorporate literacy within their instruction. They also lead to implications and considerations for teacher education programs. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |