Learning from the Boys

Looking Inside the Reading Lives of Three Adolescent Boys

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Philosophy & Social Aspects, Teaching, Teaching Methods, Language Arts
Cover of the book Learning from the Boys by Valarie G. Lee, Information Age Publishing
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: Valarie G. Lee ISBN: 9781617359798
Publisher: Information Age Publishing Publication: January 1, 2013
Imprint: Information Age Publishing Language: English
Author: Valarie G. Lee
ISBN: 9781617359798
Publisher: Information Age Publishing
Publication: January 1, 2013
Imprint: Information Age Publishing
Language: English

The “Boy Crisis” is cited often in educational and news reports due to the consistent reading achievement gap for boys and the statistics paint a dismal picture of boys in school. Politicians and researchers often focus on boys’ low scores on reading achievement tests and compare these scores to the girls’ scores with little consideration for the actual reading lives of boys. As a result, adolescent boys’ vernacular reading is most often misunderstood. This book documents my journey as a mother of three boys and teacher of adolescents, as I attempt to articulate both the inschool and outofschool experiences of boys. The book describes my attempts at creating a more complete picture of the reading lives and experiences of adolescent boys by describing three boys and their reading experiences in their natural contexts. It provides a rich description, revealing disconnects between school literacy practices and boys’ vernacular literacy practices. In this book, parents, administrators, and teachers will find discover the complexity of boys as readers, challenging educators to pursue effective practice and curricular decisions which go beyond the quick fixes for "the boy problem" so often seen in response to low test scores. This book provides parents, administrators, and teachers with an indepth description of three boy readers. What emerges is a description of the complexity of boys as readers, challenging educators to pursue effective practice and curricular decisions which go beyond the quick fixes for “the boy problem” so often seen in response to low test scores. Teachers interested in mentoring boy readers will find this book helpful. This book can also be used with preservice and inservice teachers, in undergraduate and graduate courses, and in professional development.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

The “Boy Crisis” is cited often in educational and news reports due to the consistent reading achievement gap for boys and the statistics paint a dismal picture of boys in school. Politicians and researchers often focus on boys’ low scores on reading achievement tests and compare these scores to the girls’ scores with little consideration for the actual reading lives of boys. As a result, adolescent boys’ vernacular reading is most often misunderstood. This book documents my journey as a mother of three boys and teacher of adolescents, as I attempt to articulate both the inschool and outofschool experiences of boys. The book describes my attempts at creating a more complete picture of the reading lives and experiences of adolescent boys by describing three boys and their reading experiences in their natural contexts. It provides a rich description, revealing disconnects between school literacy practices and boys’ vernacular literacy practices. In this book, parents, administrators, and teachers will find discover the complexity of boys as readers, challenging educators to pursue effective practice and curricular decisions which go beyond the quick fixes for "the boy problem" so often seen in response to low test scores. This book provides parents, administrators, and teachers with an indepth description of three boy readers. What emerges is a description of the complexity of boys as readers, challenging educators to pursue effective practice and curricular decisions which go beyond the quick fixes for “the boy problem” so often seen in response to low test scores. Teachers interested in mentoring boy readers will find this book helpful. This book can also be used with preservice and inservice teachers, in undergraduate and graduate courses, and in professional development.

More books from Information Age Publishing

Cover of the book Reforming Teaching Globally by Valarie G. Lee
Cover of the book HybridContext Instructional Model by Valarie G. Lee
Cover of the book Governance Issues in Strategic Alliances by Valarie G. Lee
Cover of the book Toward Wellness by Valarie G. Lee
Cover of the book Developing a Critical Border Dialogism by Valarie G. Lee
Cover of the book Value Added Modeling and Growth Modeling with Particular Application to Teacher and School Effectiveness by Valarie G. Lee
Cover of the book International Perspectives on Research in Early Childhood Education by Valarie G. Lee
Cover of the book Investigating UniversitySchool Partnerships by Valarie G. Lee
Cover of the book The Case of the No Child Left Behind Legislation by Valarie G. Lee
Cover of the book Quarterly Review of Distance Education by Valarie G. Lee
Cover of the book EducationBased Incarceration and Recidivism by Valarie G. Lee
Cover of the book Evaluation for a Caring Society by Valarie G. Lee
Cover of the book Timeless Teachers and Ethical Visions by Valarie G. Lee
Cover of the book Striving for Balance by Valarie G. Lee
Cover of the book Continuing the Journey to Reposition Culture and Cultural Context in Evaluation Theory and Practice by Valarie G. Lee
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy