An Experimental Approach to Integrating Mathematics and Literacy Methods Courses in Teacher Education

Action in Teacher Education

Volumn 23, Issue 1, 2001, Pages 27-36

  Grace, Donna J ^a   Picard, Anthony ^a  

^a UNIVERSITY OF HAWAII   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85056873958     PISSN: 01626620     EISSN: 21586098     Source Type: Journal    
DOI: 10.1080/01626620.2001.10463052     Document Type: Article

References (11)

1. Calkins, L., 1994. The art of teaching writing, Toronto, Canada: Irwin.
2. Cambourne, B., 1995. Toward an educationally relevant theory of literacy learning: Twenty years of inquiry. The Reading Teacher, 49 (3): 189–90.
3. Griffiths, R., and Clyne, M., 1991. Books you can count on: Linking mathematics and literature, Portsmouth, NH: Heinemann.
4. Hinton, J., and Rafferty, S., 1990. Kindercorner math: Linking children's books to math, Littleton, CO: Sundance Press.
5. Holdaway, D., 1979. The foundations of literacy, Portsmouth, NH: Heinemann.
6. Kolakowski, J. S., 1992. Linking math with literature, Greensboro, NC: Carson-Dellosa.
7. Schiro, M., 1997. Integrating children's literature and mathematics in the classroom: Children as meaning makers, problem solvers, and literary critics, New York: Teachers College Press.
8. Routeman, R., 1994. Invitations: Changing as teachers and learners K-12, Portsmouth, NH: Heinemann.
9. Shanahan, T., 1997. Reading-writing relationships, thematic units, inquiry learning…in pursuit of effective integrated literacy instruction. The Reading Teacher, 51 (1): 12–19.
10. Short, K., and Harste, J., 1996. Creating classrooms for authors and inquirers, Portsmouth, NH: Heinemann.
11. Smith, F., 1981. Demonstrations, engagement, and sensitivity: A revised approach to the language arts. Language Arts, 52 (1): 103–112.