Literacy: The Critical Role of Teacher Knowledge. The Thirty-Ninth Yearbook: A Double Peer-Reviewed Publication of the Association of Literacy Educators and Researchers

The theme for the 60th annual conference of the Association of Literacy Educators and Researchers (ALER) was Literacy: The Critical Role of Teacher Knowledge. This Yearbook provides a snapshot of the highlights of the meeting and sampling of some of the proceedings. The focus is on three questions s...

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Bibliographische Detailangaben
Hauptverfasser:	Johnson, Robin D., Ed, Araujo, Juan J., Ed, Cossa, Nedra, Ed
Format:	Buch
Sprache:	eng
Schlagworte:	Academic Language Accountability Adolescents Adult Students After School Programs American Indians Art Education Artists Beliefs Bilingualism Children Clubs Communities of Practice Content Area Reading Core Curriculum Critical Thinking Culturally Relevant Education Emotional Development Faculty Development Family Involvement Field Experience Programs Graduate School Faculty Graduate Students Instructional Leadership Integrated Curriculum Intellectual Disciplines Intervention Leaders Literacy Mentors Metacognition Multiple Literacies Parent Participation Partnerships in Education Preschool Children Preservice Teacher Education Preservice Teachers Reading Comprehension Reading Strategies Reading Teachers Researchers Scaffolding (Teaching Technique) Social Justice Social Studies Socialization Student Behavior Teacher Attitudes Teacher Characteristics Teacher Collaboration Teacher Educators Technical Writing Technology Integration Tutoring Virtual Classrooms Vocabulary Development Writing Skills
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Zusammenfassung:	The theme for the 60th annual conference of the Association of Literacy Educators and Researchers (ALER) was Literacy: The Critical Role of Teacher Knowledge. This Yearbook provides a snapshot of the highlights of the meeting and sampling of some of the proceedings. The focus is on three questions surrounding the conference theme: (1) What do literacy teacher educators and researchers need to know and be able to do? (2) What is the role of professional communities in literacy teacher educator and researcher professional development? and (3) Why is it important for ALER to continue to play an active role in the professional development of its members? All of the articles within this Yearbook represent a sampling of the sessions presented at the conference. After a peer-review process for conference acceptance, the ensuing articles underwent an additional round of peer review for acceptance in the Yearbook. [For the Thirty-Eighth Yearbook, see ED594525.]