13 Ergebnisse.

This original book offers a meaningful window into the lived experiences of children from immigrant families, providing a holistic, profound portrait of their literacy practices as situated within social, cultural, and political frames.

This original book offers a meaningful window into the lived experiences of children from immigrant families, providing a holistic, profound portrait of their literacy practices as situated within social, cultural, and political frames.

This volume examines revolutionary constructs in literacy education and demonstrates how they have been gentrified, whitewashed, and appropriated to lose their revolutionary edge and made palatable for the mainstream.

This book is a roadmap to the key decisions, processes, and procedures to use when synthesizing qualitative literacy research.

Time in Education: Intertwined Dimensions and Theoretical Possibilities is part of the Garn Press Women Scholars Series. It explores the intersection of literacy and the construct of time within education through the scholarship of Catherine Compton-Lilly, who highlights the complexity of studying learning. In particular, she focuses on how and what people learn over time within school-based structure, which entail established power structures...

Examines the literacy practices and school trajectories of eight middle school students and their families. Through a unique longitudinal lens - the author has studied these same students from first grade - we see how students from a low-income, inner-city community grow and develop academically, revealing critical insights for teachers about literacy development, identity construction, and school achievement.

This book provides a conceptual framework and empirical examples for thinking about how time and space operate as contextual dimensions in the learning lives of students.

Reading Students¿ Lives documents literacy practices across time as children move through school, with a focus on issues of schooling, identity construction, and how students and their parents make sense of students¿ lives across time. Breaking new ground both theoretically and methodologically, this unique longitudinal study has important implications for children, schools, and educational research.

While teachers cannot travel back in time to visit their students at earlier ages, they can draw on the rich sets of experiences and knowledge that students bring to classrooms. In her latest book, Catherine Compton-Lilly examines the literacy practices and school trajectories of eight middle school students and their families. Through a unique longitudinal lens--the author has studied these same students from first grade--we see how students ...

Four years after publishing her provocative study, Reading Families: The Literate Lives of Urban Children, Compton-Lilly revisits the same group of urban students (then first graders, now fourth and fifth graders) and their families. Armed with rare longitudinal data from follow-up interviews and reading assessments, she once again upsets widespread misconceptions about reading and urban families. This eye-opening sequel uses case studies to e...

Literacy researchers interested in how specific sites of learning situate students and the ways they make sense of their worlds are asking new questions and thinking in new ways about how time and space operate as contextual dimensions in the learning lives of students, teachers, and families. These investigations inform questions related to history, identity, methodology, in-school and out-of school spaces, and local/global literacies. An eng...

Brings together the latest research on parent involvement and family literacy. It highlights how race, class, gender, and history serve as potent factors that shape children's school experiences. Each chapter offers portraits of real families and schools that illustrate parents' awareness of their children's school progress, their perceptions of teachers, and their involvement in teaching their children life lessons that extend beyond school a...

This edited volume connects parent involvement with family literacy two strands of research that rarely exist in conversation with one another. This discussion highlights how race, class, gender, and history serve as potent factors that shape children