RM Winter 2016 FLIP

Sturtevant, G. (1993). Content literacy in high school social studies: A focus on one teacher’s beliefs and decisions about classroom discussions. In T.V. Rasinski & N.D. Padak (Eds.), Inquiries in literacy learning and instruction (15th yearbook of the College Reading Association, pp. 3-12). Pittsburg, KS: College Reading Association.

Whitton, D., Sinclair, C., Barker, K., Nanlohy, P., & Nosworthy, M. (2004). Learning for teaching: Teaching for learning. Southbank, Victoria: Thomson Learning.

Reading Matters Commentary

Wilde, S. (2012). Funner Grammar. Fresh Ways to Teach Usage, Language, and Writing Conventions, Grades 3-8. New York: Heinemann.

Wilder, P. (December, 2014). Literate Disciplinary Teaching: Preparing Pre-Service Teachers for Disciplinary Literacy Instruction. Paper presented at the annual meeting of the Literacy Research Association , Marco Island, FL. Wineburg, S. (1991). Historical problem solving: A study of the cognitive processes used in the evaluation of documentary and pictorial evidence. Journal of Educational Psychology , 83 (1), 73-87.  Susan Cridland-Hughes ( scridla@clemson.edu ) is an Assistant Professor of Secondary English Education at Clemson University. Her research interests include teacher education, dialogue and discussion and critical literacy. PhillipWilder ( pwilder@clemson.edu ) is an Assistant Professor of Adolescent Literacy at Clemson University. His research explores the intersection of disciplinary literacies and socially just pedagogy in the hope of creating more equitable schools. Dr. Wilder currently serves as a faculty in residence at Fisher Middle School where he partners with teachers to apprentice students into the reading, writing, reasoning, and discourses within STEAM disciplines.

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