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Matches in Library of Congress for { <http://lccn.loc.gov/2008030664> ?p ?o. }

• 2008030664 contributor B11107739.
• 2008030664 created "c2009.".
• 2008030664 date "2009".
• 2008030664 date "c2009.".
• 2008030664 dateCopyrighted "c2009.".
• 2008030664 description "Includes bibliographical references (p. 221-223) and index.".
• 2008030664 description "What can literacy leaders do to improve student engagement with reading and writing? -- What can literacy leaders do when low expectations have a negative impact on student motivation and achievement? -- What can literacy leaders do when data show that most students do not read or write on grade level? -- What can literacy leaders do to close the literacy achievement gap among groups of students within a school? -- How can literacy leaders capture and enhance student interest in technology to prepared them to use multiple literacies? -- When literacy leaders observe in content area classrooms, what kinds of literacy support should they see? -- How can literacy leaders improve content area writing instruction and increase the amount of quality student writing in all content areas? -- What can literacy leaders do when instructional strategies are disconnected from learning goals, content objectives, or student needs? -- How can literacy leaders set up effective language and literacy development for adolescents who are English-language learners? -- What can literacy leaders do to provide a smooth and positive transition for new students to ensure that students experience ongoing literacy development? -- What can literacy leaders do to get widespread, active support for a schoolwide literacy improvement effort? -- How can literacy leaders create a schedule that provides time for teacher collaboration and planning as well as adequate time for students to read, write, and learn? -- How can literacy leaders best develop teachers as potential leaders and mentors to their colleagues? -- How can literacy leaders help the school library media specialist support and improve content area literacy instruction? -- How can literacy leaders better understand, value, and build upon the contributions that families and communities make to students' literacy development? -- How can literacy leaders sustain a schoolwide literacy improvement effort despite transition of school and district leaders or high teacher turnover? -- Appendix A: glossary -- Appendix B: vignettes of literacy-rich classrooms -- Appendix C: reproducible tools/forms for literacy leaders.".
• 2008030664 extent "xii, 236 p. :".
• 2008030664 identifier "9780872076891 (pbk.)".
• 2008030664 identifier 2008030664.html.
• 2008030664 issued "2009".
• 2008030664 issued "c2009.".
• 2008030664 language "eng".
• 2008030664 publisher "Newark, DE : International Reading Association,".
• 2008030664 spatial "United States.".
• 2008030664 subject "428.4071/2 22".
• 2008030664 subject "LB1632 .M383 2009".
• 2008030664 subject "Language arts (Secondary) United States.".
• 2008030664 subject "Language arts teachers United States.".
• 2008030664 subject "Literacy programs United States.".
• 2008030664 subject "Reading (Secondary) United States.".
• 2008030664 subject "Teenagers Books and reading United States.".
• 2008030664 tableOfContents "What can literacy leaders do to improve student engagement with reading and writing? -- What can literacy leaders do when low expectations have a negative impact on student motivation and achievement? -- What can literacy leaders do when data show that most students do not read or write on grade level? -- What can literacy leaders do to close the literacy achievement gap among groups of students within a school? -- How can literacy leaders capture and enhance student interest in technology to prepared them to use multiple literacies? -- When literacy leaders observe in content area classrooms, what kinds of literacy support should they see? -- How can literacy leaders improve content area writing instruction and increase the amount of quality student writing in all content areas? -- What can literacy leaders do when instructional strategies are disconnected from learning goals, content objectives, or student needs? -- How can literacy leaders set up effective language and literacy development for adolescents who are English-language learners? -- What can literacy leaders do to provide a smooth and positive transition for new students to ensure that students experience ongoing literacy development? -- What can literacy leaders do to get widespread, active support for a schoolwide literacy improvement effort? -- How can literacy leaders create a schedule that provides time for teacher collaboration and planning as well as adequate time for students to read, write, and learn? -- How can literacy leaders best develop teachers as potential leaders and mentors to their colleagues? -- How can literacy leaders help the school library media specialist support and improve content area literacy instruction? -- How can literacy leaders better understand, value, and build upon the contributions that families and communities make to students' literacy development? -- How can literacy leaders sustain a schoolwide literacy improvement effort despite transition of school and district leaders or high teacher turnover? -- Appendix A: glossary -- Appendix B: vignettes of literacy-rich classrooms -- Appendix C: reproducible tools/forms for literacy leaders.".
• 2008030664 title "Meeting the challenge of adolescent literacy : practical ideas for literacy leaders / by Judith L. Irvin ... [et al.].".
• 2008030664 type "text".