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Judith Langer focuses here on middle school and high school literacy programs that effectively support student learning in an era of national and state standards and highstakes testing. The book offers a programmatic vision, a set of principles, and reallife examples to guide educators who wish to inform their practice with researchbased knowledge in order to best help their students become more highly literate. Drawing on her fiveyear study of classes in twentyfive schools attempting to improve student learning, Langer discusses the essential features of teachers' professional experiences and of curriculum and instruction that mark the more effective programs, whose students earn high test scores as part of impressive overall achievement in active learning.
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