The Handbook of Critical Theoretical Research Methods in Education 1st Edition by Cheryl Matias ISBN 0367174685 9780367174682

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ISBN 10:       0367174685
ISBN 13: 978-0367174682
Author:         Cheryl E. Matias

The Handbook of Critical Theoretical Research Methods in Education approaches theory as a method for doing research, rather than as a background framework.

Educational research often reduces theory to a framework used only to analyze empirically collected data. In this view theories are not considered methods, and studies that apply them as such are not given credence. This misunderstanding is primarily due to an empiricist stance of educational research, one that lacks understanding of how theories operate methodologically and presumes positivism is the only valid form of research. This limited perspective has serious consequences on essential academic activities: publication, tenure and promotion, grants, and academic awards. Expanding what constitutes methods in critical theoretical educational research, this edited book details 21 educationally just theories and demonstrates how theories are applied as method to various subfields in education. From critical race hermeneutics to Bakhtin’s dialogism, each chapter explicates the ideological roots of said theory while teaching us how to apply the theory as method.

This edited book is the first of its kind in educational research. To date, no other book details educationally just theories and clearly explicates how those theories can be applied as methods. With contributions from scholars in the fields of education and qualitative research worldwide, the book will appeal to researchers and graduate students.

The Handbook of Critical Theoretical Research Methods in Education 1st Table of contents:

1. Overview of Reading and Reading Problems

• Introduction
• Reading Problems: A National Dilemma
• Recent Influences on Teaching Reading
• Key Elements of Teaching Reading
• Summary

2. Factors Associated With Reading Problems

• Neurological and Cognitive Factors
• Environmental Factors
• Emotional Factors
• Intelligence and Intellectual Factors
• Language Factors
• Physical Factors
• Summary

3. Gathering Data to Develop Students’ Literacy Profiles

• Information About the Environment
• Information About the Individual
• Methods of Collecting Information
• Summary

4. Norm-Referenced and Criterion-Referenced Assessments

• Using Both Formal and Informal Assessment
• Norm-Referenced and Criterion-Referenced Tests
• Measuring Factors Related to Reading
• Summary

5. Administering an Informal Reading Inventory

• Overview of Informal Assessment Measures
• Administering and Scoring the IRI
• Special Issues and Options in Using IRIs
• Summary

6. Providing Instruction and Intervention Strategies

• Intervention Programs (K–5 and 6–12)
• Guidelines for Teaching Struggling Readers
• Instructional Support for Struggling Readers and RTI
• Summary

7. Early Literacy

• Early Literacy Concepts
• Strategies to Develop Early Literacy
• Summary

8. Improving Word Knowledge: Word Recognition

• Stages and Strategies for Word Recognition
• Teaching Phonics and Structural Analysis Strategies
• Word Recognition and RTI
• Summary

9. Improving Word Knowledge: Fluency

• Assessing and Developing Fluency
• Strategies for Fluency Development in Context
• Summary

10. Vocabulary Development and Listening Comprehension

• Problems With Language Development
• Strategies for Fostering Language and Vocabulary
• Summary

11. Comprehension of Narrative Text

• Effective Reading Comprehension
• Teaching Strategies for Comprehension
• Conceptually Connected Instruction
• Summary

12. Comprehension of Informational Text

• Organization and Challenges of Informational Text
• Strategies for Helping Students
• Improving Comprehension of Informational Text and RTI
• Summary

13. Integrating Reading and Writing

• Writing Assessment and Instruction
• Strategies for Integrating Reading and Writing
• Summary

14. Literacy Instruction for Diverse Learners

• English Language Learners (ELLs)
• Literacy in a Culturally Diverse Society
• Adolescents and Adults With Reading Problems
• Summary

15. Literacy Instruction for Students With Special Needs

• Students With Disabilities
• Response-to-Intervention (RTI)
• Adapting Reading Instruction
• Summary

16. Literacy Support as a Collaborative Process

• Changing Roles of Reading Specialists
• Working With Teachers, Professionals, and Parents
• Literacy Advocacy in the Community

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