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Resources
Search the ARCC's database of technical assistance products and services using the fields below. Sources for these products and services include the Comprehensive Center Network, which offers resources from the five content centers, other federally sponsored programs, and other organizations. The Comprehensive Centers are charged with identifying links to appropriate sources of information and assistance, including the U.S. Department of Education Web site and the NCLB-related resources located there.

You will find two types of resources on the ARCC Web site: (1) general information, such as Web sites for organizations, and (2) technical assistance resources. Descriptions of all technical assistance resources must include information about providers' claims of effectiveness and the evidence supporting such claims. Technical assistance resources are rated based on the level of evidence provided to support claims of effectiveness.

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Research
Assessing New Literacies in Science and Mathematics
Focus Area: Technology
Provider: Lawrence Erlbaum Associates
Abstract: Authors Edys Quellmalz and Geneva Haertel from SRI International provide background on the potential for complex technologies to support the assessment of student content knowledge as well as technology proficiency. Background is given on research in cognitive science as well as assessment design and is related to a Coordinated ICT Assessment Framework used to develop prototype assessments. Chapter in D. J. Leu, Jr., J. Coiro, M. Knowbel, and C. Lankshear (Eds). Handbook of research on new literacies. Mahwah, NJ: Erlbaum.
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Adolescent Identities as Demanded by Science Classroom Discourse Communities
Format: Print
Focus Area: Reading and literacy, Science
Provider: Lawrence Erlbaum Associates
Abstract: Moje, E. B. & Dillon, D. R. (2006) Adolescent Identities as Demanded by Science Classroom Discourse Communities. In Alvermann, D.E., Hinchman, K. A., Moore, D.W., Phelps, S. F., & Waff, D.R. (Eds.), Reconceptualizing the Literacies in Adolescent's Lives (pp. 85-106). Mahwah , NJ : Lawrence Erlbaum Associates.
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Constructions of Literacy: Studies of Literacy Teaching and Learning In and Out of Secondary Schools
Format: Print
Focus Area: Reading and literacy
Provider: Lawrence Erlbaum Associates
Abstract: This book explores and represents, through a series of case studies and commentaries, how and why secondary school teachers and students use literacy in formal and informal learning settings. The authors emphasize that literacy is socially, culturally, and historically constructed and recognize that there are many different perspectives on how that construction occurs. An important feature of this book is that the contributors explore and make explicit differing perspectives on literacy as a social construction.
Rating:
Claims of Effectiveness: This book claims to be research-based. However, most of the case studies presented by the authors are grounded in single-site studies. The book does not include enough information about its research basis to judge its rigor.
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