Educators 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.
Educators 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.
1. 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
Mary B. McVee is Professor of Literacy Education and Director of the Center for Literacy and Reading Instruction at the University of Buffalo, SUNY, USA. Evan Ortlieb is Professor and Director of the Manhattan Campus at St. John’s University, USA. Jennifer Reichenberg is Assistant Professor and Program Director for Literacy Education at Medaille College in Buffalo, USA. P. David Pearson is an emeritus faculty member in the Graduate School of Education at the University of California, USA.
This volume compiles 16 chapters by researchers from the US and New
Zealand, who examine the gradual release of responsibility model
and its use in literacy research and practice. They describe the
historical and conceptual origins of the model; how children expand
independence within instructional interactions with teachers and
how scaffolding is understood and applied; how to develop
inquiry-based learning environments in subject area classrooms to
support students' capacities for deep and intellectually engaged
reading; the importance of thinking flexibly about the gradual
release of responsibility during the implementation of an explicit
strategy instruction model; the relationship between school
leadership and quality core instruction, as defined by a gradual
release of responsibility framework; gradually releasing
responsibility and youth participation in a social justice literacy
workshop; and researcher-led follow-up activities during an early
childhood reading lesson aligned with a gradual release of
responsibility model with emergent bilingual students. Others
discuss how the model can support bilingual teachers'
implementation of dialogic reading comprehension instruction in
small groups and linguistically responsive literacy instruction
with emergent bilingual students; how the model has been used in
research and educational practices related to deaf or hard of
hearing children; agentive and sustainable teacher development as
part of literacy coaching using a reflective framework and video
within a gradual release of responsibility as apprenticeship
stance; the use of the gradual release of responsibility to develop
students' knowledge and use of science language and conceptual
knowledge; the use of the model in writing instruction; its
application to the reading comprehension of students in elementary
classrooms; its use as an instructional framework for culturally
relevant literacy pedagogy; and the historical context of the model
and its continuing evolution.
*Portland, OR*
|
Ask a Question About this Product More... |
|
