Whether you're a teacher new to science or a veteran teacher of science, here's a powerful new tool for teaching the subject through language literacy. This book explains how-how instructional synergy and power result from combining the two subjects. And it shows how-how teachers can use practical classroom techniques for combining these subjects at different grade levels, from elementary to high school. Unlike other books that concentrate on reading and writing, this book defines "literacy in science" as more encompassing: it includes speaking, listening, and media analysis. In chapters devoted to each of these literacy skills, authors Marlene Thier and Bennett Daviss detail specific metacognitive techniques that teachers can use to coach students to become independent learners. By combining science, language, and guided inquiry, teachers can empower students to think and express themselves about science more effectively, improving their learning and retention. To this end, the authors provide lists of explicit performance expectations in each of the five areas of literacy for learning science. Reproducible pages including these performance expectations, graphics, and other metacognitive aids can be used by teachers and students alike to guide and assess growth in the use of language through science activities. In addition to helping teachers in their daily teaching practices, The New Science Literacy addresses more widespread concerns among today's science educators, including the needs 
<li>to reassert the rightful place of science in a basic curriculum 
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<li>to strengthen teaching skills and strategies among elementary educators unsure of science content and/or the teaching of language skills 
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<li>to help middle- and high-school science teachers raise student achievements in science by using language as an essential element of their science programs 
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<li>to enhance the movements for accountability, standards, and educational improvement. As Harold Pratt, President of the National Science Teachers Association, confirms, this book "places the development of language literacy in the context of inquiry-based, activity-oriented science instruction called for in the National Science Education Standards....[It] embraces the richness and usefulness of language as a germane aspect of students' science learning experiences." A companion website is available at: http://www.heinemann.com/thier
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The New Science Literacy: Using Language Skills to Help Students Learn Science

Children's Books

Daviss, Bennett

Thier, Marlene

Science, Nature & How It Works

Heinemann

Kenneth G. Wilson, a Nobel Prize-winning physicist and educational reformer, argues that American public education is dangerously out of step with the demands of today's postindustrial, knowledge-based society. "What educators need most is to find an organizing, driving vision - a new paradigm powerful enough to promise a systematic redesign of American public education." But until we upset traditional assumptions about education, Wilson and coauthor Bennett Daviss warn, necessary reforms will languish regardless of their importance. Combining Wilson's experience in science and industry and curriculum design with Daviss's experience as a journalist specializing in education, Redesigning Education shows how the redesign process can produce a series of integrated changes around which a national educational infrastructure can develop. To spread the most effective ideas from school to school, the authors envision a national educational system modeled on the Agricultural Extension Service. Wilson and Daviss offer evidence to suggest that a basic shift away from a set of century-old assumptions may already be under way. A school-restructuring program devised at Johns Hopkins University, for example, reveals that when detailed authority over curricula is taken away from regulatory bureaucracies and is organized across a network of schools backed by a research and development organization, learning improves markedly. Several studies demonstrate that groups of students working together learn more than students studying alone. Reading Recovery, a unique method of teaching lagging first-graders to read, indicates that research, development, and ongoing teacher education can - contrary to conventional wisdom - play a crucial part in making teaching and learning more efficient and effective, even in the most difficult teaching situations.

Redesigning Education

Education & Teaching

Wilson, Kenneth G.

Schools & Teaching

Henry Holt Co.

This work offers a rationale for reforming the national education infrastructure. Covering past and present reform efforts, the authors analyze both failed and successful programs, and include a chapter on "Reading Recovery" which they believe is crucial for effective teaching and learning.

Teachers College Pr

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Books by Daviss, Bennett