Pub Date : 2019-08-26DOI: 10.1108/S2048-045820190000010010
Maryam Salehomoum
Value– An initial search for literature related to the GRR model, that specifically addresses the needs of deaf students, produced few results. By making connections between existing reading and writing interventions and the GRR model, this chapter provides a means by which educators of deaf children can begin to frame evidence-based literacy interventions within the GRR model. Such a change may prompt deeper discussions of the need to move beyond explicit and guided instruction present in many interventions to instructional pedagogy that supports DHH students in moving toward independence.
{"title":"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","authors":"Maryam Salehomoum","doi":"10.1108/S2048-045820190000010010","DOIUrl":"https://doi.org/10.1108/S2048-045820190000010010","url":null,"abstract":"Value– An initial search for literature related to the GRR model, that specifically addresses the needs of deaf students, produced few results. By making connections between existing reading and writing interventions and the GRR model, this chapter provides a means by which educators of deaf children can begin to frame evidence-based literacy interventions within the GRR model. Such a change may prompt deeper discussions of the need to move beyond explicit and guided instruction present in many interventions to instructional pedagogy that supports DHH students in moving toward independence.","PeriodicalId":426874,"journal":{"name":"The Gradual Release of Responsibility in Literacy Research and Practice","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122566932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-26DOI: 10.1108/S2048-045820190000010007
Tiffany M. Nyachae, Mary B. Mcvee, Fenice B. Boyd
Originality/Value of Paper – This chapter is one of only a handful of published works that brings together a social justice perspective with the GRR.
论文的原创性/价值——本章是为数不多的将社会正义视角与GRR结合在一起的出版作品之一。
{"title":"Gradually Releasing Responsibility in Justice-Centered Teaching: Educators Reflecting on a Social Justice Literacy Workshop on Police Brutality","authors":"Tiffany M. Nyachae, Mary B. Mcvee, Fenice B. Boyd","doi":"10.1108/S2048-045820190000010007","DOIUrl":"https://doi.org/10.1108/S2048-045820190000010007","url":null,"abstract":"Originality/Value of Paper – This chapter is one of only a handful of published works that brings together a social justice perspective with the GRR.","PeriodicalId":426874,"journal":{"name":"The Gradual Release of Responsibility in Literacy Research and Practice","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131171394","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-26DOI: 10.1108/S2048-045820190000010015
Jennifer D. Turner, C. Mitchell
Practical implications – By demonstrating how K-8 teachers scaffold and promote literacy learning in ways that leverage diverse students’ cultural experiences, the authors aim to help teachers sustain students’ cultural identities and nurture their socio-critical consciousness.
{"title":"Sustaining Culture, Expanding Literacies: Culturally Relevant Literacy Pedagogy and Gradual Release of Responsibility","authors":"Jennifer D. Turner, C. Mitchell","doi":"10.1108/S2048-045820190000010015","DOIUrl":"https://doi.org/10.1108/S2048-045820190000010015","url":null,"abstract":"Practical implications – By demonstrating how K-8 teachers scaffold and promote literacy learning in ways that leverage diverse students’ cultural experiences, the authors aim to help teachers sustain students’ cultural identities and nurture their socio-critical consciousness.","PeriodicalId":426874,"journal":{"name":"The Gradual Release of Responsibility in Literacy Research and Practice","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121216238","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-26DOI: 10.1108/S2048-045820190000010003
Cynthia Greenleaf, M. Katz
Practical Implications – Current policies focused on accountability and efficiency in school reform conflict with evidence-based understandings of the learning process. The ongoing nature of learning and development through the gradual release of responsibility require that we not only tolerate, but unreservedly embrace and value learning progressions and their messiness for both students and their teachers. Embracing the ongoing learning journey calls for tolerance and generosity that we often withhold from teachers and students alike – to be in process, to be a learner, and to be en route to accomplishment. Learning entails risk and vulnerability. If we are truly invested in growth for both students and teachers, we must expect to invest continuously in and provide sustained support for their learning. The more opportunities to learn teachers are able to offer students, the more students can do. And the more students can do, the more teachers can give them.
{"title":"Releasing Responsibility for What? Developing Learning Environments for Text-Based Inquiry in the Disciplines in Secondary Schools","authors":"Cynthia Greenleaf, M. Katz","doi":"10.1108/S2048-045820190000010003","DOIUrl":"https://doi.org/10.1108/S2048-045820190000010003","url":null,"abstract":"Practical Implications – Current policies focused on accountability and efficiency in school reform conflict with evidence-based understandings of the learning process. The ongoing nature of learning and development through the gradual release of responsibility require that we not only tolerate, but unreservedly embrace and value learning progressions and their messiness for both students and their teachers. Embracing the ongoing learning journey calls for tolerance and generosity that we often withhold from teachers and students alike – to be in process, to be a learner, and to be en route to accomplishment. Learning entails risk and vulnerability. If we are truly invested in growth for both students and teachers, we must expect to invest continuously in and provide sustained support for their learning. The more opportunities to learn teachers are able to offer students, the more students can do. And the more students can do, the more teachers can give them.","PeriodicalId":426874,"journal":{"name":"The Gradual Release of Responsibility in Literacy Research and Practice","volume":"114 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117258552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-26DOI: 10.1108/S2048-045820190000010011
J. Reichenberg
Originality/value – This chapter analyzes the transition of responsibility for reflection from coach to teacher. Principles of both the GRR model and apprenticeship theory provide a theoretical explanation for how these teachers achieved greater agency and sustainable development of a reflective stance.
{"title":"Literacy Coaching for Agentive and Sustainable Teacher Reflection: Joint Action within a Gradual Release of Responsibility as Apprenticeship","authors":"J. Reichenberg","doi":"10.1108/S2048-045820190000010011","DOIUrl":"https://doi.org/10.1108/S2048-045820190000010011","url":null,"abstract":"Originality/value – This chapter analyzes the transition of responsibility for reflection from coach to teacher. Principles of both the GRR model and apprenticeship theory provide a theoretical explanation for how these teachers achieved greater agency and sustainable development of a reflective stance.","PeriodicalId":426874,"journal":{"name":"The Gradual Release of Responsibility in Literacy Research and Practice","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125089520","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-26DOI: 10.1108/S2048-045820190000010009
Georgia Earnest García, C. DeNicolo
Originality/Value of Chapter – This chapter provides significant research-based examples of the use of the GRR model with bilingual teachers and students at the elementary level. It shows how employment of the model can provide bilingual teachers and students with the support needed to implement instructional literacy innovations and linguistically responsive instruction.
{"title":"Employing the Gradual Release of Responsibility Framework to Improve the Literacy Instruction of Emergent Bilingual Students in the Elementary Grades","authors":"Georgia Earnest García, C. DeNicolo","doi":"10.1108/S2048-045820190000010009","DOIUrl":"https://doi.org/10.1108/S2048-045820190000010009","url":null,"abstract":"Originality/Value of Chapter – This chapter provides significant research-based examples of the use of the GRR model with bilingual teachers and students at the elementary level. It shows how employment of the model can provide bilingual teachers and students with the support needed to implement instructional literacy innovations and linguistically responsive instruction.","PeriodicalId":426874,"journal":{"name":"The Gradual Release of Responsibility in Literacy Research and Practice","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121564982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-26DOI: 10.1108/S2048-045820190000010006
K. Elliot, N. Frey, D. Fisher
Originality/Value of Chapter – The authors utilize our experiences as researchers and school leaders to articulate the bridge between leadership development and leadership in practice using GRR as the constant.
{"title":"Leading Learning through a Gradual Release of Responsibility Instructional Framework","authors":"K. Elliot, N. Frey, D. Fisher","doi":"10.1108/S2048-045820190000010006","DOIUrl":"https://doi.org/10.1108/S2048-045820190000010006","url":null,"abstract":"Originality/Value of Chapter – The authors utilize our experiences as researchers and school leaders to articulate the bridge between leadership development and leadership in practice using GRR as the constant.","PeriodicalId":426874,"journal":{"name":"The Gradual Release of Responsibility in Literacy Research and Practice","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131634711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-26DOI: 10.1108/S2048-045820190000010014
M. Ness
Originality/value of paper – This chapter provides research-based examples of using the GRR model to build students’ ability to inference. Additionally, the chapter provides “I” language and sentence starters to help students internalize comprehension strategies and apply them to independent reading.
{"title":"Think Aloud, Think Along, Think Alone: Gradually Releasing Students to Use Comprehension Strategies in Elementary Classrooms","authors":"M. Ness","doi":"10.1108/S2048-045820190000010014","DOIUrl":"https://doi.org/10.1108/S2048-045820190000010014","url":null,"abstract":"Originality/value of paper – This chapter provides research-based examples of using the GRR model to build students’ ability to inference. Additionally, the chapter provides “I” language and sentence starters to help students internalize comprehension strategies and apply them to independent reading.","PeriodicalId":426874,"journal":{"name":"The Gradual Release of Responsibility in Literacy Research and Practice","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132717345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-26DOI: 10.1108/S2048-045820190000010004
Lynn E. Shanahan, Andrea L. Tochelli-Ward, Tyler W. Rinker
Originality/Value of Chapter – This chapter captures in-service teachers’ perspectives of the GRR model as being flexible instead of static and also reveals how student responses can be used to gauge how to make adaptations to scaffolding.
{"title":"The Ebb And Flow of Scaffolding: Thinking Flexibly About the Gradual Release of Responsibility During Explicit Strategy Instruction","authors":"Lynn E. Shanahan, Andrea L. Tochelli-Ward, Tyler W. Rinker","doi":"10.1108/S2048-045820190000010004","DOIUrl":"https://doi.org/10.1108/S2048-045820190000010004","url":null,"abstract":"Originality/Value of Chapter – This chapter captures in-service teachers’ perspectives of the GRR model as being flexible instead of static and also reveals how student responses can be used to gauge how to make adaptations to scaffolding.","PeriodicalId":426874,"journal":{"name":"The Gradual Release of Responsibility in Literacy Research and Practice","volume":"2010 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133164741","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-26DOI: 10.1108/S2048-045820190000010012
H. Hayden
Originality/value of paper – This chapter details the methods one expert teacher used to make her own learning the object of inquiry, simultaneously developing the insights and the strategies she needed to mentor students. It describes how Ann infused the GRR into planning and instruction to create learning experiences that insured student success, even if only at incremental levels. Ann’s methods can thus become a model for other teachers who wish to enhance their students’ learning of science language and concepts through infusion of literacy activity.
{"title":"“See, You Can Make Connections with the Things You Learned Before!” Using the GRR to Scaffold Language and Concept Learning in Science","authors":"H. Hayden","doi":"10.1108/S2048-045820190000010012","DOIUrl":"https://doi.org/10.1108/S2048-045820190000010012","url":null,"abstract":"Originality/value of paper – This chapter details the methods one expert teacher used to make her own learning the object of inquiry, simultaneously developing the insights and the strategies she needed to mentor students. It describes how Ann infused the GRR into planning and instruction to create learning experiences that insured student success, even if only at incremental levels. Ann’s methods can thus become a model for other teachers who wish to enhance their students’ learning of science language and concepts through infusion of literacy activity.","PeriodicalId":426874,"journal":{"name":"The Gradual Release of Responsibility in Literacy Research and Practice","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125540054","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：