Science teachers and students build literacy through text-based investigations
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Cynthia Greenleaf (cgreenl@wested.org) is co-director and director of research and Willard R. Brown (wbrown@wested.org) is a senior associate at the Strategic Literacy Initiative, WestEd.
Anderson, R.D. (2002). Reforming science teaching: What research says about inquiry. Journal of Science Teacher Education, 13(1), 1-12.
Anderson, R.D. (2002). Reforming science teaching: What research says about inquiry. Journal of Science Teacher Education, 13(1), 1-12.
Brown, A.L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. The Journal of the Learning Sciences, 2(2), 141-178.
Cavagnetto, A.R. (2010). Argument to foster scientific literacy: A review of argument interventions in K-12 science contexts. Review of Educational Research, 80(3), 336-371.
Goldman, S.R., Brown, W., Ko, M.-L., Britt, M.A., Greenleaf, C.L., Lawless, K., … Yukhymenko, M. (2016). Explanatory modeling in science through text-based inquiry: Testing the efficacy of the READI intervention approach. Presented at the American Educational Research Association (AERA) 2016 Annual Meeting, Washington, DC.
Heller, R. & Greenleaf, C. (2007). Literacy instruction in the content areas: Getting to the core of middle and high school improvement. Washington, DC: Alliance for Excellent Education.
OECD. (2016). PISA 2015 results (Volume I): Excellence and equity in education. Paris, France: OECD Publishing.
Pearson, P.D., Moje, E., & Greenleaf, C. (2010). Literacy and science: Each in the service of the other. Science, 328(5977), 459-463.
Schoenbach, R., Greenleaf, C., & Murphy, L. (2012). Reading for understanding: How Reading Apprenticeship improves disciplinary learning in secondary and college classrooms. San Francisco, CA: Wiley Press.
Schoenbach, R., Greenleaf C., & Murphy, L. (2016). Leading for literacy: A Reading Apprenticeship approach. San Francisco, CA: Wiley Press.
Yeager, D.S. & Walton, G.M. (2011). Social-psychological interventions in education: They’re not magic. Review of Educational Research, 81(2), 267-301.
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