Good Teaching: An Integrated Approach to Language, Literacy, and Learning

Stice, Carole; Bertrand, Nancy

ISBN 10: 0325003599 / ISBN 13: 9780325003597

Published by Heinemann, 2002

About this Item

Gently read. May have name of previous ownership, or ex-library edition. Binding tight; spine straight and smooth, with no creasing; covers clean and crisp. Minimal signs of handling or shelving. 100% GUARANTEE! Shipped with delivery confirmation, if you're not satisfied with purchase please return item! Ships USPS Media Mail.

Seller Inventory # OTV.0325003599.VG

Bibliographic Details

• Title: Good Teaching: An Integrated Approach to Language, Literacy, and Learning
• Publisher: Heinemann
• Publication Date: 2002
• Language: English
• ISBN 10: 0325003599
• ISBN 13: 9780325003597
• Binding: Soft cover
• Condition: very_good

About this title

Synopsis

With Integrating reading and the language arts, the authors provided a lucid description of the theory and practice of an effective literacy education. Now, in Good Teaching, Nancy Bertrand and Carole Stice's updated edition, the authors go a step further -- creating both a comprehensive textbook and an authoritative reference. They detail their theoretical and research base; provide connections to and a framework for instruction; describe the major approaches; offer a variety of sound, successful teaching techniques and strategies.

About the Author

NANCY P. BERTRAND is Professor of Elementary and Special Education at Middle Tennessee State University, where she teaches courses in literacy education and research methodology. She serves on the editorial board of the Journal of Research in Childhood Education and as cochair of the Media Committee of the College Reading Association. For the last fifteen years, Drs. Bertrand and Stice have collaborated in the study of childrens literacy development and performance and have authored several publications.CAROLE F. STICE, Professor of Literacy Education at Tennessee State University, teaches courses on the reading and writing processes from a constructivist approach to learning. She serves on the editorial review board of the Tennessee Reading Teacher and is a regular columnist. For the last fifteen years, Drs. Bertrand and Stice have collaborated in the study of childrens literacy development and performance and have authored several publications.