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Children's ways with science and literacy : integrated multimodal enactments in urban elementary classrooms

Record Type:	Language materials, printed : monographic
Title Information:	integrated multimodal enactments in urban elementary classrooms
Author:	VarelasMaria.,
Secondary Intellectual Responsibility:	ArsenaultAmy.,
Secondary Intellectual Responsibility:	PappasChristine C.,
Place of Publication:	New York, N.Y.
Published:	Routledge;
Year of Publication:	2013.
Description:	xii, 223 p.ill. :
Subject:	Electronic books. -
Subject:	Education, Urban - United States. -
Subject:	Language arts - Correlation with content subjects - United States. -
Subject:	Science - Study and teaching (Elementary) - United States. -
Online resource:	http://www.tandfebooks.com/isbn/9780203076910
Summary:	"Science is often a forgotten subject in early elementary grades as various mandates require teachers to focus on teaching young students to achieve specific reading and mathematical competencies. This book offers specific examples and empirical evidence of how integrated science-literacy curriculum and teaching in urban primary-grade classrooms give students opportunities to learn science and to develop positive images of themselves as scientists. The Integrated Science Literacy Enactments (ISLE) approach builds on multimodal, multidimensional, and dialogically-oriented teaching and learning principles. Readers see how, as children engage with texts, material objects, dialogue, ideas, and symbols in their classroom community, they are helped to bridge their own understandings and ways with words and images with those of science. In doing so, they become learners of both science and literacy. The book features both researcher and teacher perspectives. It explores science learning and its intersection with literacy development in schools that educate predominately children of color, many of whom struggle with poverty and have been traditionally underestimated, underserved, and underrated in science classrooms. In all these ways, this volume is a significant contribution to a critically under-researched area of science education"--Provided by publisher.
ISBN:	9780203076910
Content Note:	section 1. Theoretical perspectives and ISLE curricular and instructional features section 2. Exploring ISLE curriculum genres section 3. Evolution of learning in ISLE classrooms section 4. ISLE in urban early-grade classrooms.

Children's ways with science and literacy : integrated multimodal enactments in urban elementary classrooms
Varelas, Maria.

Children's ways with science and literacy : integrated multimodal enactments in urban elementary classrooms / Maria Varelas and Christine C. Pappas ; with Amy Arsenault ... [et al.]. - New York, N.Y. : Routledge, 2013.. - xii, 223 p. ; ill..
section 1. Theoretical perspectives and ISLE curricular and instructional features.
Includes bibliographical references and indexes..
ISBN 9780203076910
Electronic books.Education, UrbanLanguage artsScience -- Correlation with content subjects -- Study and teaching (Elementary) -- United States. -- United States. -- United States.

Arsenault, Amy.

Children's ways with science and literacy : integrated multimodal enactments in urban elementary classrooms
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215 1 $a xii, 223 p. $c ill.
310 $a Also available in print edition.
320 $a Includes bibliographical references and indexes.
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330 $a "Science is often a forgotten subject in early elementary grades as various mandates require teachers to focus on teaching young students to achieve specific reading and mathematical competencies. This book offers specific examples and empirical evidence of how integrated science-literacy curriculum and teaching in urban primary-grade classrooms give students opportunities to learn science and to develop positive images of themselves as scientists. The Integrated Science Literacy Enactments (ISLE) approach builds on multimodal, multidimensional, and dialogically-oriented teaching and learning principles. Readers see how, as children engage with texts, material objects, dialogue, ideas, and symbols in their classroom community, they are helped to bridge their own understandings and ways with words and images with those of science. In doing so, they become learners of both science and literacy. The book features both researcher and teacher perspectives. It explores science learning and its intersection with literacy development in schools that educate predominately children of color, many of whom struggle with poverty and have been traditionally underestimated, underserved, and underrated in science classrooms. In all these ways, this volume is a significant contribution to a critically under-researched area of science education"--Provided by publisher.
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