Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements
 

Executive Summary

A Meta-Synthesis of Qualitative Research on Reading Intervention Classes in Secondary Schools


by Katherine K. Frankel, Maneka Deanna Brooks & Julie E. Learned - 2021


To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:

Sign-in
Email:
Password:
   Store a cookie on my computer that will allow me to skip this sign-in in the future.
    Send me my password -- I can't remember it
 
Purchase this Article
Purchase A Meta-Synthesis of Qualitative Research on Reading Intervention Classes in Secondary Schools
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees. The pass is valid for the lifetime of your membership -- no renewal is necessary.
$12
 
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210
 


Cite This Article as: Teachers College Record Volume 123 Number 8, 2021, p. -
https://www.tcrecord.org ID Number: 23773, Date Accessed: 10/17/2021 8:10:40 AM
 
Article Tools
Related Articles
There are no related articles to display

Related Discussion
 
Post a Comment | Read All

About the Author
  • Katherine K. Frankel
    Boston University
    E-mail Author
    KATHERINE K. FRANKEL, Ph.D., is an assistant professor of literacy education at Boston University's Wheelock College of Education and Human Development. In her research, Dr. Frankel employs critical sociocultural perspectives to examine literacy teaching and learning in secondary classrooms, one-on-one tutoring spaces, and other literacy instruction and intervention contexts. She focuses on understanding adolescents’ multiple literacies and identities as they are enacted across space and time, and how literacy learning opportunities in and beyond schools might be expanded and transformed in collaboration with youth, their teachers, and other educational stakeholders. Her research has been published in Journal of Literacy Research, Research in the Teaching of English, and other journals.
  • Maneka Deanna Brooks
    Texas State University
    E-mail Author
    MANEKA DEANNA BROOKS, Ph.D., is an associate professor of reading education at Texas State University. Dr. Brooks’s publications span the topics of bilingualism, adolescent literacy instruction, language proficiency and assessment, and course placement. Across these topics, her research agenda centers on everyday educational practices that impact the educational trajectories of bilingual adolescents. Her research with adolescents who are considered to be long-term English learners (LTELs) is emblematic of this focus. It underscores how their English literacy abilities demonstrate both a multifaceted knowledge of English and their histories of literacy instruction. Moreover, it illustrates how ideologies about language proficiency and race work in concert with students’ experiences of literacy instruction and English language proficiency assessments to mask these adolescents’ English language expertise. She recently published a book titled: Transforming literacy education for long-term English learners: Recognizing brilliance in the undervalued (Routledge/Taylor & Francis)..
  • Julie E. Learned
    University at Albany, State University of New York
    E-mail Author
    JULIE E. LEARNED, Ph.D., is an associate professor in the department of educational theory and practice at the University at Albany, State University of New York. Dr. Learned researches adolescent literacy. By examining how secondary schools position readers and writers and how young people experience, resist, and help construct school contexts, she investigates issues of equity in literacy education. She has recent publications in Teachers College Record and Journal of Literacy Research.
 
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS