Literacy Is Transformative. The Thirty-Fifth Yearbook A Doubled Peer Reviewed Publication of the Association of Literacy Educators and Researchers
Author: Szabo, Susan, Ed.
Date: 2013-00-00
Type: Books
Subjects: Literacy,Reading Instruction,Transformative Learning,Mentors,Collegiality,Friendship,Academic Standards,State Standards,Adolescents,Awards,English Teachers,Educational Practices,Faculty Development,Case Studies,Assignments,Writing Instruction,Writing Strategies,Family School Relationship,Partnerships in Education,Reading Difficulties,Teacher Attitudes,Phenomenology,Beginning Teachers,Professional Identity,Preservice Teachers,Student Attitudes,Silent Reading,Content Area Reading,Elementary School Students,Self Efficacy,Graduate Students,Graduate Study,College Students,Asians,Second Language Learning

For their 56th annual meeting, the Association of Educators and Researchers (ALER) met in Grand Rapids, Michigan at the Amway Grand Hotel. This year&apos;s conference theme was Literacy Is Transformative, which was also used as the title for this year&apos;s Yearbook, Volume 35. Included are double-peer reviewed papers, the presidential address, and keynote addresses: (1) Teaching Annie to Read (John Smith); (2) Transformative Practices for Literacy Teaching and Learning: A Complicated Agenda for Literacy Researchers (Taffy E. Raphael); (3) The Transformative Power of ALER: Growing Professionally through Mentoring, Collegiality, and Friendship (Laurie Elish-Piper); (4) Transforming Students&apos; Literacy Lives through Reading and Writing for Real-World Purposes (Nell Duke); (5) Tapping into the Common Core Standards (Robert Rickelman); (6) Transforming Literate Practice for Adolescents: Intersecting Disciplinary Literacy and New Literacies (Michael Manderino); (7) Albert J. Mazurkiewicz Special Services Award (Mary Beth Sampson); (8) Laureate Award (Judy Richardson); (9) Expanding the Learning Zone: Decisions That Transform the Practices of Two English Language Arts Teachers (Juan Araujo); (10) The Three C&apos;s of Professional Development: The Coach, the Content, and the Context (Susan Massey); (11) How Do Teachers Change Their Practice? Case Studies of Two Teachers in a Literacy Professional Development Initiative (Allison W. Parson, Leila N. Richey, Seth A. Parsons, Stephanie L. Dodman); (12) What Are We Asking Kids to Do? An Investigation of the Literacy Tasks Teachers Assign Students (Seth A. Parsons and Roya Q. Scales); (13) The Impact of Professional Development in Writing Instruction on the Implementation of Writing Strategies in the Classroom (Robin D. Johnson); (14) Developing Effective Family-School Partnerships: What Can We Learn from Parents of Children Who Struggle with Reading? (Kathleen McGrath); (15) Understanding Educators&apos; Changing Perceptions of Job-Embedded Professional Development Following the Action Research Process (Aimee L. Morewood, Julie W. Ankrum, and Susan E. Taylor); (16) Constructing Voices through Lived-Experiences: A Phenomenological Study of Novice Reading Teachers&apos; Personal Understanding of Pedagogical Ownership and Professional Identity (Patricia Durham); (17) Tablets in Tutoring: What Is the Research Saying? (Barbara McClanahan); (18) Teacher Inquiry Projects for Preservice Teachers (Susan Williams, Leslie Haas, and Susan Szabo); (19) Inquiry Can Be Transformative: From &quot;I will make him write&quot; to &quot;He will learn to write&quot; (Carol D. Wickstrom); (20) Secondary Preservice Teachers&apos; Beliefs and Experiences Toward Sustained Silent Reading (SSR) in a Content Area Literacy Course (Peggy Daisey); (21) Perceptions of Writing Among Second Graders in an Exemplary School: Language and Gender Issues (Kathleen A. J. Mohr); (22) Self-Efficacy of Graduate-Level Reading Students: Does Program and Course Content Make a Difference? (Sara R. Helfrich); and (23) Korean University Students&apos; Language Learning Strategy Use: EFL vs. ESL Contexts (Kyungsim Hong-Nam and Susan Szabo). Individual papers contain references. [For &quot;The Joy of Teaching Literacy. The Thirty-Fourth Yearbook: A Double Peer Reviewed Publication of the Association of Literacy Educators and Researchers,&quot; see ED552831.]