Preventing Misguided Reading New Strategies for Guided Reading Teachers

ISBN-10: 0872078280
ISBN-13: 9780872078284
Edition: 2010
List price: $24.95 Buy it from $3.00
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Description: Burkins and Croft help teachers prevent guided reading from going astray by presenting strategies, adaptations, and supports that help them work through common instructional problems.

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Book details

List price: $24.95
Copyright year: 2010
Publisher: International Literacy Association
Publication date: 4/21/2010
Binding: Paperback
Pages: 160
Size: 7.00" wide x 9.00" long x 0.50" tall
Weight: 0.484
Language: English

Burkins and Croft help teachers prevent guided reading from going astray by presenting strategies, adaptations, and supports that help them work through common instructional problems.

Jan Miller Burkins is currently completing her sixth year as a full-time coach at Chase Street Elementary School, Athens, Georgia. She has worked as a language arts consultant for a regional educational service agency, a district-level literacy coordinator, a reading specialist, and an elementary classroom teacher. Her work as a consultant has taken her into elementary, middle, and high schools where she has helped school leaders examine their reading instruction, modeled lessons, and facilitated professional learning.Burkins is also a part-time assistant professor at the University of Georgia, where she teaches classes to students pursuing graduate degrees in literacy education. She has also developed a series of courses for educators interested in becoming literacy coaches. Burkins is the author of Coaching for Balance: Meeting the Challenges of Literacy Coaching. In 1989, Burkins received her undergraduate degree in early childhood education from Birmingham-Southern College in Birmingham, Alabama, and in 1993 her master�s from the University of Alabama. She later earned her reading specialist certification and her doctorate from the University of Kansas in 1999. Her dissertation, which was a meta-analysis of the research on phonemic awareness, was the Dissertation of the Year for the University of Kansas School of Education and one of three finalists for the International Reading Association�s Dissertation of the Year.

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