The Gradual Release of Responsibility in Literacy Research and Practice Vol: 10

Mary McVee
University at Buffalo, USA

Evan Ortlieb
St John's University, USA

Jennifer Reichenberg
Medaille College, USA

P. David Pearson
University of California, USA


Product Details
Format:
Paperback
ISBN:
9781787694484
Published:
16 Sep 2019
Publisher:
Emerald Publishing Limited
Dimensions:
270 pages - 152 x 229mm
Series:
Literacy Research, Practice and Evaluation

Categories:

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.

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