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008			191219t20192019enk ob 001 0 eng d
020			_a9781787694477
040			_aUtOrBLW _beng _erda _cUtOrBLW
050		4	_aLC149 _b.G73 2019
072		7	_aEDU029020 _2bisacsh
072		7	_aCJCR _2bicssc
080			_a37.01
082	0	4	_a371.3 _223
245	0	4	_aThe gradual release of responsibility in literacy research and practice / _cedited by Mary McVee (University at Buffalo, USA), Evan Ortlieb (St John's University, USA), Jennifer Reichenberg (Medaille College, USA), P. David Pearson (University of California, USA).
264		1	_bEmerald Publishing Limited,
300			_a1 online resource (x, 270 pages).
490	1		_aLiteracy research, practice and evaluation ; _v10
500			_aIncludes index.
504			_aIncludes bibliographical references.
505	0		_a1. In the beginning: the historical and conceptual genesis of the gradual release of responsibility / P. David Pearson, Mary B. McVee, Lynn E. Shanahan -- 2. We must know what they know (and so do they) for children to sustain learning and independence / Janet S. Gaffney, Rebecca Jesson -- 3. Releasing responsibility for what? developing learning environments for text-based inquiry in the disciplines in secondary schools / Cynthia Greenleaf, Mira-Lisa Katz -- 4. The ebb and flow of scaffolding: thinking flexibly about the gradual release of responsibility during explicit strategy instruction / Lynn E. Shanahan, Andrea L. Tochelli-Ward, Tyler W. Rinker -- 5. Sustainable school improvement: the gradual release of responsibility in school change / Kathryn H. Au, Taffy E. Raphael -- 6. Leading learning through a gradual release of responsibility instructional framework / Kimberly Elliot, Nancy Frey, Douglas Fisher -- 7. Gradually releasing responsibility in justice-centered teaching: educators reflecting on a social justice literacy workshop on police brutality / Tiffany M. Nyachae, Mary B. McVee, Fenice B. Boyd -- 8. Gradual release in the early literacy classroom: taking languaging into account with emergent bilingual students / Joseph C. Rumenapp, P. Zitlali Morales -- 9. Employing the gradual release of responsibility framework to improve the literacy instruction of emergent bilingual students in the elementary grades / Georgia Earnest García, Christina Passos DeNicolo -- 10. Scaffolding development of self-regulated and strategic literacy skills in deaf or hard of hearing students: a review of the literature through the lens of the gradual release of responsibility model / Maryam Salehomoum -- 11. Literacy coaching for agentive and sustainable teacher reflection: joint action within a gradual release of responsibility as apprenticeship / Jennifer Sharples Reichenberg -- 12. "See, you can make connections with the things you learned before!" using the gradual release of responsibility to scaffold language and concept learning in science / H. Emily Hayden -- 13. Passing the pen - a gradual release model of the recursive writing process / Evan Ortlieb, Susan Schatz -- 14. Think aloud, think along, think alone: gradually releasing students to use comprehension strategies in elementary classrooms / Molly K. Ness -- 15. Sustaining culture, expanding literacies: culturally relevant literacy pedagogy and gradual release of responsibility / Jennifer D. Turner and Chrystine Mitchell -- 16. Epilogue: reflections on the gradual release of responsibility model: where we've been and where we're going / Janice A. Dole, Gerald G. Duffy, P. David Pearson.
520			_aEducators are always in search of approaches that promote student development and academic achievement. Engaging learners in purposeful instruction in skills and strategies is a cornerstone in every classroom. The gradual release of responsibility (GRR) model requires the responsibility of learning to shift from being teacher-centric towards students gradually assuming responsibility as independent learners. In the last 35 years, the gradual release of responsibility model of instruction has become synonymous with some of the most effective approaches to teach both skills and content to students of all ages. Evidence-based practices have been documented across the globe not only in literacy but also in most disciplines across the curriculum. While the GRR model is a well-established theory, its implementations have not been researched. This edited volume discusses how the GRR model evolved and has been applied, how it benefits learners and teachers, and how it can be utilised for years to come. By looking not only at the gradual release of responsibility model from a theoretical standpoint but also the research and practice of this approach, this book will prove invaluable for educational leaders and researchers alike.
588	0		_aPrint version record.
650		0	_aLiteracy.
650		0	_aEducation.
650		7	_aEducation _xTeaching Methods & Materials / Reading & Phonics. _2bisacsh
650		7	_aReading skills. _2bicssc
700	1		_aMcVee, Mary, _eeditor.
700	1		_aOrtlieb, Evan, _eeditor.
700	1		_aReichenberg, Jennifer, _eeditor.
700	1		_aPearson, P. David, _eeditor.
776			_z9781787694460
830		0	_aLiteracy research, practice and evaluation ; _v10.
856	4	0	_uhttps://doi.org/10.1108/s2048-0458201910
999			_c29714 _d29714