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This volume offers a unique glimpse into the teaching approaches and thinking of a wide range of well-known literacy researchers, and the lessons they have learned from their own teaching lives. The contributors teach in a variety of universities, programs, and settings. Each shares an approach he ...

This volume offers a unique glimpse into the teaching approaches and thinking of a wide range of well-known literacy researchers, and the lessons they have learned from their own teaching lives. The contributors teach in a variety of universities, programs, and settings. Each shares an approach he or she has used in a course, and introduces the syllabus for this course through personal reflections that give the reader a sense of the theories, prior experiences, and influential authors that have shaped their own thoughts and approaches. In addition to describing the nature of their students and the program in which the course is taught, many authors also share key issues with which they have grappled over the years while teaching their course; others discuss considerations that were relevant during the preparation of this particular syllabus or describe how it evolved in light of student input. The book is organized by areas within literacy education: reading; English/language arts; literature; emergent literacy; content-area literacy; literacy assessment and instruction; literacy and technology; and inquiries into literacy, theory, and classroom practice. It is accompanied by an interactive Web site: http://msit.gsu.edu/handbook. This online resource provides additional information about the authors' courses including complete syllabi, recommended readings, grading rubrics, and sample assignments. Readers are invited to respond and contribute their own syllabi and teaching experiences to the discourse generated by the volume.

* Do students gain when they are taught by active researchers?* Should all faculty be involved in research?* What are the benefits students (and their parents) should get from studying at an elite research university b" and paying higher fees for the privilege?In Scholarship Re-Considered, Ernest ...

* Do students gain when they are taught by active researchers?* Should all faculty be involved in research?* What are the benefits students (and their parents) should get from studying at an elite research university b" and paying higher fees for the privilege?In Scholarship Re-Considered, Ernest Boyer challenged US universities to bbreak out of the tired old teaching versus research debate.b This book provides an international perspective on how universities, departments and individual faculty have successfully sought to connect their research to the benefit of student learning and institutional mission. It directly addresses the ways teaching-research links can be developed.Building on research, the literature and wide practical experience, the authors show how academic research activity can be connected to academic teaching activity in such a way as to ensure that neither operates in a vacuum and, most importantly, that each can be enhanced by the other.The book addresses the issues at the individual, course and institutional levels, as well as at the level of public policy. An important work for faculty, faculty developers and adm