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Kirjailija

Richard Beach

Kirjat ja teokset yhdessä paikassa: 29 kirjaa, julkaisuja vuosilta 1990-2026, suosituimpien joukossa Using Apps for Learning Across the Curriculum. Vertaile teosten hintoja ja tarkista saatavuus suomalaisista kirjakaupoista.

29 kirjaa

Kirjojen julkaisuhaarukka 1990-2026.

Using Apps for Learning Across the Curriculum

Using Apps for Learning Across the Curriculum

Richard Beach; David O'Brien

Routledge
2014
sidottu
How can apps be used to foster learning with literacy across the curriculum? This book offers both a theoretical framework for considering app affordances and practical ways to use apps to build students’ disciplinary literacies and to foster a wide range of literacy practices.Using Apps for Learning Across the Curriculumpresents a wide range of different apps and also assesses their valuefeatures methods for and apps related to planning instruction and assessing student learningidentifies favorite apps whose affordances are most likely to foster certain disciplinary literaciesincludes resources and apps for professional developmentprovides examples of student learning in the classroomA website (www.usingipads.pbworks.com) with resources for teaching and further reading for each chapter, a link to a blog for continuing conversations about topics in the book (appsforlearningliteracies.com), and more enhance the usefulness of the book.
Using Apps for Learning Across the Curriculum

Using Apps for Learning Across the Curriculum

Richard Beach; David O'Brien

Routledge
2014
nidottu
How can apps be used to foster learning with literacy across the curriculum? This book offers both a theoretical framework for considering app affordances and practical ways to use apps to build students’ disciplinary literacies and to foster a wide range of literacy practices.Using Apps for Learning Across the Curriculumpresents a wide range of different apps and also assesses their valuefeatures methods for and apps related to planning instruction and assessing student learningidentifies favorite apps whose affordances are most likely to foster certain disciplinary literaciesincludes resources and apps for professional developmentprovides examples of student learning in the classroomA website (www.usingipads.pbworks.com) with resources for teaching and further reading for each chapter, a link to a blog for continuing conversations about topics in the book (appsforlearningliteracies.com), and more enhance the usefulness of the book.
Teaching Literature to Adolescents

Teaching Literature to Adolescents

Richard Beach; Deborah Appleman; Rob Simon; Bob Fecho

TAYLOR FRANCIS LTD
2026
sidottu
In its fifth edition, this popular textbook introduces prospective and practicing English teachers to current methods of teaching literature in middle and high school classrooms. This new edition features updated chapters that incorporate critical race theory, perspectives on teaching fiction, nonfiction, and drama, the integration of digital literacy, working with English Language Learners, and teacher research for ongoing learning and professional development. It highlights the importance of offering students a range of critical approaches and tools for interpreting texts. It also addresses the need to organize literature instruction around topics and issues of interest to today’s adolescents. By using authentic dilemmas and contemporary issues, the authors encourage preservice English teachers and their instructors to raise and explore inquiry-based questions that center on the teaching of a variety of literary texts, both classic and contemporary, traditional and digital. New to the Fifth edition: • A new chapter on issues of censorship and the New Culture Wars • New examples of online tools for writing multimodal literary texts, digital storytelling, zines, comics, and graphic novels, including productive and problematic use of AI • Further engagement with critical race theory as a critical lens • Methods for engaging students with critical media literacy • Updated examples for teaching contemporary texts, including popular Young Adult novels • Added focus on multicultural literature regarding race, class, and gender issues • Methods and strategies for working with ELL students • Each chapter is organized around specific questions that preservice teachers consistently raise as they prepare to become English language arts teachers. The authors model critical inquiry throughout the text by offering authentic case narratives that raise important considerations of both theory and practice. The companion website, a favorite of English education instructors, http://teachingliterature.pbworks.com, has been updated with resources and enrichment activities. The book invites teachers to consider important issues in the context of their current or future classrooms.
Teaching Literature to Adolescents

Teaching Literature to Adolescents

Richard Beach; Deborah Appleman; Rob Simon; Bob Fecho

TAYLOR FRANCIS LTD
2026
nidottu
In its fifth edition, this popular textbook introduces prospective and practicing English teachers to current methods of teaching literature in middle and high school classrooms. This new edition features updated chapters that incorporate critical race theory, perspectives on teaching fiction, nonfiction, and drama, the integration of digital literacy, working with English Language Learners, and teacher research for ongoing learning and professional development. It highlights the importance of offering students a range of critical approaches and tools for interpreting texts. It also addresses the need to organize literature instruction around topics and issues of interest to today’s adolescents. By using authentic dilemmas and contemporary issues, the authors encourage preservice English teachers and their instructors to raise and explore inquiry-based questions that center on the teaching of a variety of literary texts, both classic and contemporary, traditional and digital. New to the Fifth edition: • A new chapter on issues of censorship and the New Culture Wars • New examples of online tools for writing multimodal literary texts, digital storytelling, zines, comics, and graphic novels, including productive and problematic use of AI • Further engagement with critical race theory as a critical lens • Methods for engaging students with critical media literacy • Updated examples for teaching contemporary texts, including popular Young Adult novels • Added focus on multicultural literature regarding race, class, and gender issues • Methods and strategies for working with ELL students • Each chapter is organized around specific questions that preservice teachers consistently raise as they prepare to become English language arts teachers. The authors model critical inquiry throughout the text by offering authentic case narratives that raise important considerations of both theory and practice. The companion website, a favorite of English education instructors, http://teachingliterature.pbworks.com, has been updated with resources and enrichment activities. The book invites teachers to consider important issues in the context of their current or future classrooms.
Teaching to Exceed in the English Language Arts

Teaching to Exceed in the English Language Arts

Richard Beach; Ashley S. Boyd; Allen Webb; Amanda Haertling Thein

TAYLOR FRANCIS LTD
2022
sidottu
Timely, thoughtful, and comprehensive, this text directly supports pre-service and in-service teachers in developing curriculum and instruction that both addresses and exceeds the requirements of English language arts standards. It demonstrates how the Common Core State Standards as well as other local and national standards’ highest and best intentions for student success can be implemented from a critical, culturally relevant perspective firmly grounded in current literacy learning theory and research. The third edition frames ELA instruction around adopting a justice, inquiry, and action approach that supports students in their schools and community contexts. Offering new ways to respond to current issues and events, the text provides specific examples of teachers employing the justice, inquiry, and action curriculum framework to promote critical engagement and learning. Chapters cover common problems and challenges, alternative models, and theories of language arts teaching. The framework, knowledge, and guidance in this book shows how ELA standards can not only be addressed but also surpassed through engaging instruction to foster truly diverse and inclusive classrooms.The third edition provides new material on: adopting a justice, inquiry, and action approach to enhance student engagement and critical thinking planning instruction to effectively implement standards in the classroom teaching literary and informational texts, with a focus on authors of color integrating drama activities into literature teaching informational, explanatory, argumentative, and narrative writing supporting bilingual/ELL students using digital tools and apps to respond to and create digital texts addressing how larger contextual and political factors shape instruction fostering preservice teacher development
Teaching to Exceed in the English Language Arts

Teaching to Exceed in the English Language Arts

Richard Beach; Ashley S. Boyd; Allen Webb; Amanda Haertling Thein

TAYLOR FRANCIS LTD
2022
nidottu
Timely, thoughtful, and comprehensive, this text directly supports pre-service and in-service teachers in developing curriculum and instruction that both addresses and exceeds the requirements of English language arts standards. It demonstrates how the Common Core State Standards as well as other local and national standards’ highest and best intentions for student success can be implemented from a critical, culturally relevant perspective firmly grounded in current literacy learning theory and research. The third edition frames ELA instruction around adopting a justice, inquiry, and action approach that supports students in their schools and community contexts. Offering new ways to respond to current issues and events, the text provides specific examples of teachers employing the justice, inquiry, and action curriculum framework to promote critical engagement and learning. Chapters cover common problems and challenges, alternative models, and theories of language arts teaching. The framework, knowledge, and guidance in this book shows how ELA standards can not only be addressed but also surpassed through engaging instruction to foster truly diverse and inclusive classrooms.The third edition provides new material on: adopting a justice, inquiry, and action approach to enhance student engagement and critical thinking planning instruction to effectively implement standards in the classroom teaching literary and informational texts, with a focus on authors of color integrating drama activities into literature teaching informational, explanatory, argumentative, and narrative writing supporting bilingual/ELL students using digital tools and apps to respond to and create digital texts addressing how larger contextual and political factors shape instruction fostering preservice teacher development
Drawing on Students’ Worlds in the ELA Classroom
This book approaches English instruction through the lens of “fi gured worlds,” which recognizes and spotlights how students are actively engaged in constructing their own school, peer group, extracurricular, and community worlds. Teachers’ ability not only to engage with students’ experiences and interests in and outside of school but also to build connections between students’ worlds and their teaching is essential for promoting student agency, engagement, and meaningful learning. Beach and Caraballo provide an accessible framework for working with students to use critical discourse, narratives, media, genres, and more to support their identity development through addressing topics that are meaningful for them— their families, social issues, virtual worlds, and more.Through extensive activities and examples of students writing about their participation in these worlds, this text allows educators to recognize how students’ experiences in the classroom aff ect and shape their identities and to connect such an understanding to successful classroom practice. With chapters featuring eff ective instructional activities, this book is necessary reading for ELA methods courses and for all English teachers.
Drawing on Students’ Worlds in the ELA Classroom
This book approaches English instruction through the lens of “fi gured worlds,” which recognizes and spotlights how students are actively engaged in constructing their own school, peer group, extracurricular, and community worlds. Teachers’ ability not only to engage with students’ experiences and interests in and outside of school but also to build connections between students’ worlds and their teaching is essential for promoting student agency, engagement, and meaningful learning. Beach and Caraballo provide an accessible framework for working with students to use critical discourse, narratives, media, genres, and more to support their identity development through addressing topics that are meaningful for them— their families, social issues, virtual worlds, and more.Through extensive activities and examples of students writing about their participation in these worlds, this text allows educators to recognize how students’ experiences in the classroom aff ect and shape their identities and to connect such an understanding to successful classroom practice. With chapters featuring eff ective instructional activities, this book is necessary reading for ELA methods courses and for all English teachers.
Compose Our World

Compose Our World

Alison G. Boardman; Antero Garcia; Bridget Dalton; Joseph L. Polman; Richard Beach

Teachers' College Press
2021
sidottu
Learn how to develop and sustain multimodal, project-based learning (PBL) instruction in secondary English Language Arts classrooms. National standards encourage authentic forms of reading, writing, and communication that can support college and career readiness, and this book highlights PBL as a powerful way to harness students' interests and engage them in academically rigorous learning. The authors provide specific, research-informed curricular approaches and instructional guidance for classroom teachers, as well as an overview of the dimensions of PBL that are often overlooked in the broad expectations of inquiry-based teaching. Instead of "quick fix" lessons, Compose Our World explores how core dimensions of equitable teaching—such as social and emotional support, universal design for learning, and cultivating classroom community—function as the bedrock for student success in PBL contexts and beyond.Book Features: Based on the authors' extensive experience developing and studying a PBL curriculum. Brings PBL to life through classroom vignettes and teacher and student voices. Provides classroom resources that facilitate customization to unique contexts. Shares ideas for developing teacher communities around PBL practices. Offers additional curriculum materials online. Appropriate for ELA teachers new to PBL, as well as veterans.
Compose Our World

Compose Our World

Alison G. Boardman; Antero Garcia; Bridget Dalton; Joseph L. Polman; Richard Beach

Teachers' College Press
2021
nidottu
Learn how to develop and sustain multimodal, project-based learning (PBL) instruction in secondary English Language Arts classrooms. National standards encourage authentic forms of reading, writing, and communication that can support college and career readiness, and this book highlights PBL as a powerful way to harness students' interests and engage them in academically rigorous learning. The authors provide specific, research-informed curricular approaches and instructional guidance for classroom teachers, as well as an overview of the dimensions of PBL that are often overlooked in the broad expectations of inquiry-based teaching. Instead of "quick fix" lessons, Compose Our World explores how core dimensions of equitable teaching—such as social and emotional support, universal design for learning, and cultivating classroom community—function as the bedrock for student success in PBL contexts and beyond.Book Features: Based on the authors' extensive experience developing and studying a PBL curriculum. Brings PBL to life through classroom vignettes and teacher and student voices. Provides classroom resources that facilitate customization to unique contexts. Shares ideas for developing teacher communities around PBL practices. Offers additional curriculum materials online. Appropriate for ELA teachers new to PBL, as well as veterans.
Teaching Literature to Adolescents

Teaching Literature to Adolescents

Deborah Appleman; Richard Beach; Rob Simon; Bob Fecho

Routledge
2020
sidottu
Now in its fourth edition, this popular textbook introduces prospective and practicing English teachers to current methods of teaching literature in middle and high school classrooms. This new edition broadens its focus to cover important topics such as critical race theory; perspectives on teaching fiction, nonfiction, and drama; the integration of digital literacy; and teacher research for ongoing learning and professional development. It underscores the value of providing students with a range of different critical approaches and tools for interpreting texts. It also addresses the need to organize literature instruction around topics and issues of interest to today’s adolescents. By using authentic dilemmas and contemporary issues, the authors encourage preservice English teachers and their instructors to raise and explore inquiry-based questions that center on the teaching of a variety of literary texts, both classic and contemporary, traditional and digital. New to the Fourth Edition: Expanded attention to digital tools, multimodal learning, and teaching online New examples of teaching contemporary texts Expanded discussion and illustration of formative assessment Revised response activities for incorporating young adult literature into the literature curriculum Real-world examples of student work to illustrate how students respond to the suggested strategies Extended focus on infusing multicultural and diverse literature in the classroomEach chapter is organized around specific questions that preservice teachers consistently raise as they prepare to become English language arts teachers. The authors model critical inquiry throughout the text by offering authentic case narratives that raise important considerations of both theory and practice. A companion website, a favorite of English education instructors, http://teachingliterature.pbworks.com, provides resources and enrichment activities, inviting teachers to consider important issues in the context of their current or future classrooms.
Teaching Literature to Adolescents

Teaching Literature to Adolescents

Deborah Appleman; Richard Beach; Rob Simon; Bob Fecho

Routledge
2020
nidottu
Now in its fourth edition, this popular textbook introduces prospective and practicing English teachers to current methods of teaching literature in middle and high school classrooms. This new edition broadens its focus to cover important topics such as critical race theory; perspectives on teaching fiction, nonfiction, and drama; the integration of digital literacy; and teacher research for ongoing learning and professional development. It underscores the value of providing students with a range of different critical approaches and tools for interpreting texts. It also addresses the need to organize literature instruction around topics and issues of interest to today’s adolescents. By using authentic dilemmas and contemporary issues, the authors encourage preservice English teachers and their instructors to raise and explore inquiry-based questions that center on the teaching of a variety of literary texts, both classic and contemporary, traditional and digital. New to the Fourth Edition: Expanded attention to digital tools, multimodal learning, and teaching online New examples of teaching contemporary texts Expanded discussion and illustration of formative assessment Revised response activities for incorporating young adult literature into the literature curriculum Real-world examples of student work to illustrate how students respond to the suggested strategies Extended focus on infusing multicultural and diverse literature in the classroomEach chapter is organized around specific questions that preservice teachers consistently raise as they prepare to become English language arts teachers. The authors model critical inquiry throughout the text by offering authentic case narratives that raise important considerations of both theory and practice. A companion website, a favorite of English education instructors, http://teachingliterature.pbworks.com, provides resources and enrichment activities, inviting teachers to consider important issues in the context of their current or future classrooms.
Teaching Language as Action in the ELA Classroom

Teaching Language as Action in the ELA Classroom

Richard Beach; Faythe Beauchemin

Routledge
2019
sidottu
This book explores English language arts instruction from the perspective of language as "social actions" that students and teachers enact with and toward one another to create supportive, trusting relations between students and teachers, and among students as peers. Departing from a code-based view of language as a set of systems or structures, the perspective of languaging as social actions takes up language as emotive, embodied, and inseparable from the intellectual life of the classroom. Through extensive classroom examples, the book demonstrates how elementary and secondary ELA teachers can apply a languaging perspective. Beach and Beauchemin employ pedagogical cases and activities to illustrate how to enhance students’ engagement in open-ended discussions, responses to literature, writing for audiences, drama activities, and online interactions. The authors also offer methods for fostering students' self-reflection to improve their sense of agency associated with enhancing relations in face-to-face, rhetorical, and online contexts.
Teaching Language as Action in the ELA Classroom

Teaching Language as Action in the ELA Classroom

Richard Beach; Faythe Beauchemin

Routledge
2019
nidottu
This book explores English language arts instruction from the perspective of language as "social actions" that students and teachers enact with and toward one another to create supportive, trusting relations between students and teachers, and among students as peers. Departing from a code-based view of language as a set of systems or structures, the perspective of languaging as social actions takes up language as emotive, embodied, and inseparable from the intellectual life of the classroom. Through extensive classroom examples, the book demonstrates how elementary and secondary ELA teachers can apply a languaging perspective. Beach and Beauchemin employ pedagogical cases and activities to illustrate how to enhance students’ engagement in open-ended discussions, responses to literature, writing for audiences, drama activities, and online interactions. The authors also offer methods for fostering students' self-reflection to improve their sense of agency associated with enhancing relations in face-to-face, rhetorical, and online contexts.
Teaching Climate Change to Adolescents

Teaching Climate Change to Adolescents

Richard Beach; Jeff Share; Allen Webb

Routledge
2017
sidottu
CO-PUBLISHED BY ROUTLEDGE AND THE NATIONAL COUNCIL OF TEACHERS OF ENGLISH Teaching Climate Change to Adolescents is THE essential resource for middle and high school English language arts teachers to help their students understand and address the urgent issues and challenges facing life on Earth today. Classroom activities written and used by teachers show students posing questions, engaging in argumentative reading and writing and critical analysis, interpreting portrayals of climate change in literature and media, and adopting advocacy stances to promote change. The book illustrates climate change fitting into existing courses using already available materials and gives teachers tools and teaching ideas to support building this into their own classrooms. A variety of teacher and student voices makes for an appealing, fast-paced, and inspiring read. Visit the website for this book for additional information and links. All royalties from the sale of this book are donated to Alliance for Climate Education.
Teaching Climate Change to Adolescents

Teaching Climate Change to Adolescents

Richard Beach; Jeff Share; Allen Webb

Routledge
2017
nidottu
CO-PUBLISHED BY ROUTLEDGE AND THE NATIONAL COUNCIL OF TEACHERS OF ENGLISH Teaching Climate Change to Adolescents is THE essential resource for middle and high school English language arts teachers to help their students understand and address the urgent issues and challenges facing life on Earth today. Classroom activities written and used by teachers show students posing questions, engaging in argumentative reading and writing and critical analysis, interpreting portrayals of climate change in literature and media, and adopting advocacy stances to promote change. The book illustrates climate change fitting into existing courses using already available materials and gives teachers tools and teaching ideas to support building this into their own classrooms. A variety of teacher and student voices makes for an appealing, fast-paced, and inspiring read. Visit the website for this book for additional information and links. All royalties from the sale of this book are donated to Alliance for Climate Education.
Identity-Focused ELA Teaching

Identity-Focused ELA Teaching

Richard Beach; Anthony Johnston; Amanda Haertling Thein

Routledge
2015
sidottu
Countering the increased standardization of English language arts instruction requires recognizing and fostering students’ unique identity construction across different social and cultural contexts. Drawing on current sociocultural theories of identity construction, this book posits that students construct multiple identities through use of five identity practices: adopting alternative perspectives, exploring connections across people and texts, negotiating identities across social worlds, developing agency through critical analysis, and reflecting on long-term identity trajectories. Identity-Focused ELA Teaching features classroom activities teachers can use to put these practices into action in ways that re-center implementing the Common Core State Standards; case-study profiles of students and classrooms from urban, suburban, and rural schools adopting these practices; and descriptions of how teachers both support students with this instructional approach and share their own identity-construction experiences with their students. It demonstrates how, as students acquire identity-focused practices through engagements with literature, writing, drama, and digital texts, they gain awareness of the ways exposure to different narratives, beliefs, and perspectives serves to mediate their own and others’ identities, leading to different ways of being and becoming over time.
Identity-Focused ELA Teaching

Identity-Focused ELA Teaching

Richard Beach; Anthony Johnston; Amanda Haertling Thein

Routledge
2015
nidottu
Countering the increased standardization of English language arts instruction requires recognizing and fostering students’ unique identity construction across different social and cultural contexts. Drawing on current sociocultural theories of identity construction, this book posits that students construct multiple identities through use of five identity practices: adopting alternative perspectives, exploring connections across people and texts, negotiating identities across social worlds, developing agency through critical analysis, and reflecting on long-term identity trajectories. Identity-Focused ELA Teaching features classroom activities teachers can use to put these practices into action in ways that re-center implementing the Common Core State Standards; case-study profiles of students and classrooms from urban, suburban, and rural schools adopting these practices; and descriptions of how teachers both support students with this instructional approach and share their own identity-construction experiences with their students. It demonstrates how, as students acquire identity-focused practices through engagements with literature, writing, drama, and digital texts, they gain awareness of the ways exposure to different narratives, beliefs, and perspectives serves to mediate their own and others’ identities, leading to different ways of being and becoming over time.