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Author: Richard J Meyer
Publisher: Taylor & Francis
ISBN: 1317371747
Category : Education
Languages : en
Pages : 311
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Book Description
At a time when literacy has become more of a political issue than a research or pedagogical one, this volume refocuses attention on work with young children that places them at the center of their literacy worlds. Drawing on robust and growing knowledge which is often marginalized because of political and legislative forces, it explores young children’s literacies as inclusive, redefined, and broadened—encompassing technologies, the arts, multiple modalities, and teaching and learning for democracy, cultural sustainability and social justice. Highlighted themes include children’s rights to grow through playful engagements with multiple literacies to interrogate their worlds; adults who expand and inspire children’s consciousness and awareness of others and the world around them; the centrality of meaning making in all aspects of language and literacy development; a deep respect for diversities, including languages, cultures, sexual orientation, socioeconomic status and more; and an expansive understanding of the nature of texts.
Author: Richard J Meyer
Publisher: Taylor & Francis
ISBN: 1317371747
Category : Education
Languages : en
Pages : 311
Get Book Here
Book Description
At a time when literacy has become more of a political issue than a research or pedagogical one, this volume refocuses attention on work with young children that places them at the center of their literacy worlds. Drawing on robust and growing knowledge which is often marginalized because of political and legislative forces, it explores young children’s literacies as inclusive, redefined, and broadened—encompassing technologies, the arts, multiple modalities, and teaching and learning for democracy, cultural sustainability and social justice. Highlighted themes include children’s rights to grow through playful engagements with multiple literacies to interrogate their worlds; adults who expand and inspire children’s consciousness and awareness of others and the world around them; the centrality of meaning making in all aspects of language and literacy development; a deep respect for diversities, including languages, cultures, sexual orientation, socioeconomic status and more; and an expansive understanding of the nature of texts.
Author: Marilyn Cochran-Smith
Publisher: Teachers College Press
ISBN: 0807759317
Category : Education
Languages : en
Pages : 241
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Book Description
"1. The book offers teacher educators and stakeholders an overview of accountability in the era of education reform and embraces teacher education accountability as a lever for reconstructing its targets, purposes, and consequences in keeping with the larger democratic project. 2. The book introduces a framework, eight dimensions of accountability, for interrogating dimensions of accountability policy and practice by revealing an accountability initiative's operation but also exposing underlying values and principles, theory of change, and relationship to larger political and policy agendas. 3. Using the authors' framework, eight dimensions of accountability, the book deconstructs four of the most visible education reform initiatives relevant to teacher educators and education stakeholders. The book proposes a rallying call to teacher educators and stakeholders to reclaim accountability using a new approach: democratic accountability in teacher education" --
Author: Kathryn Whitmore
Publisher: Routledge
ISBN: 0429632657
Category : Education
Languages : en
Pages : 284
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Book Description
Whitmore and Meyer bring together top literacy scholars from around the world to introduce the concept of manifestations: evidence of meaning making in literacy events, practices, processes, products, and thinking. Manifestation are windows into literacy identities, and serve as affective and sociocultural signifiers of learners’ understanding at a point in time and in a specific context. The volume reclaims progressive spaces for understanding reading, writing, drawing, speaking, playing, and other literacies. It grounds manifestations of literacies in the discourse of meaning making and demonstrates how literacy learners and educators are active agents in this complex, social, political, emotional, and multimodal process. Ideal for preservice teachers, graduate students, and researchers in literacy education, this book shifts the conversation away from treating literacies as acquired commodities and illustrates how educators engage with learners to deepen understanding of literacy learners’ experiences. Organized by five pillars of literacy—teaching, learning, language, curriculum, and sociocultural contexts—each section covers critical and cutting-edge topics and offers examples, tools, and strategies for research and practical applications in diverse classroom settings. Each chapter includes a range of examples and is followed by a short, complementary reading extension to engage the reader.
Author: Mike Rose
Publisher: The New Press
ISBN: 162097004X
Category : Education
Languages : en
Pages : 258
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Book Description
Why School? is a little book driven by big questions. What does it mean to be educated? What is intelligence? How should we think about intelligence, education, and opportunity in an open society? Drawing on forty years of teaching and research and "a profound understanding of the opportunities, both intellectual and economic, that come from education" (Booklist), award-winning author Mike Rose reflects on these and other questions related to public schooling in America. He answers them in beautifully written chapters that are both rich in detail and informed by an extensive knowledge of history, the psychology of learning, and the politics of education. This paperback edition includes three new chapters showing how cognitive science actually narrows our understanding of learning, how to increase college graduation rates, and how to value the teaching of basic skills. An updated introduction by Rose, who has been hailed as "a superb writer and an even better storyteller" (TLN Teachers Network), reflects on recent developments in school reform. Lauded as "a beautifully written work of literary nonfiction" (The Christian Science Monitor) and called "stunning" by the New Educator Journal, Why School? offers an eloquent call for a bountiful democratic vision of the purpose of schooling.
Author: Richard J. Meyer
Publisher: Routledge
ISBN: 113505083X
Category : Language Arts & Disciplines
Languages : en
Pages : 441
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Book Description
With passion, clarity, and rich examples, Reclaiming Writing is dedicated to reawakening the journeys that writers take as they make sense of, think about, and speak back to their worlds in this era of high-stakes testing and mandated curricula. Classrooms and out-of-school settings are described and analyzed in exciting and groundbreaking narratives that provide insights into the many possibilities for writing that support writers’ searches for voice, identity, and agency. Offering pedagogical strategies and the knowledge base in which they are grounded, the book looks at writing within various areas of the curriculum and across modes of writing from traditional text-based forums to digital formats. Thematically based sections present the pillars of the volume’s critical transactive theory: learning, teaching, curriculum, language, and sociocultural contexts. Each chapter is complemented by an extension that offers application possibilities for teachers in various settings. Reclaiming Writing emphasizes literacy as a vehicle for exploring, interrogating, challenging, finding self, talking back to power, creating a space in the world, reflecting upon the past, and thinking forward to a more joyful and democratic future.
Author: David Sobel
Publisher:
ISBN: 9781935713043
Category : Literary Criticism
Languages : en
Pages : 61
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Book Description
Author: Isauro Escamilla
Publisher:
ISBN: 9781938113918
Category : Education
Languages : en
Pages : 152
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Book Description
Learning Stories and Teaching Inquiry Groups is a practical text focused on how ECE practitioners can establish teacher inquiry and reflection groups and integrate the use of learning stories to strengthen their assessment, teaching practices, and knowledge of child development. Drawing on relevant research and the authors' direct work with teachers, the book focuses on describing ways the authors have adapted the framework of the learning stories approach from New Zealand to specific US educational contexts via examples from several urban and rural ECE contexts. The book provides practical examples of novice through veteran early childhood teachers engaging and collaborating in onsite and cross-site inquiry and reflection with a focus on learning stories. This text will be useful for infant, toddler, and preschool teachers taking courses at the AA, BA, and MA levels, as well as teachers engaged in onsite professional development. This text will help early childhood educators learn to write learning stories as an observational and assessment approach to document young children's learning experiences and to deepen teachers' understanding of the role of narrative in linking child development knowledge with effective environmental design, high-quality curricular approaches, and socially and culturally inclusive relationship practices. The text will support early childhood educators' professional development through easily understood instructions and case study samples of inquiry work with learning stories through community of practice. Educators will learn how linking learning stories with regular, systematic forms of teacher inquiry, documentation, and reflection promotes a new image of children as holistic learners.
Author: Anthony Pedriana
Publisher: R&L Education
ISBN: 1607099144
Category : Education
Languages : en
Pages : 203
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Book Description
In the tradition of Why Johnny Can't Read written by Rudolph Flesch in the 1950s, Leaving Johnny Behind provides a comprehensive examination of the barriers that deny children adequate literacy training. This book describes the obstacles faced by a school principal from Milwaukee's central city when he attempted to implement research-based reading practices. Upon further examination, he discovered that the reading establishment generally rejects the product of legitimate science, choosing instead to engage in a never-ending interfusion of the latest innovations, modifications, and gimmicks. This condition, Anthony Pedriana observes, has a disparate impact on poor and minorities, those who suffer from dyslexia and other forms of reading disability, and those for whom English is a second language.
Author: Wayne Au
Publisher: Teachers College Press
ISBN: 080777393X
Category : Education
Languages : en
Pages : 304
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Book Description
Author: Richard J. Meyer
Publisher: Routledge
ISBN: 1136837914
Category : Education
Languages : en
Pages : 321
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Book Description
This book examines how the teaching of reading can be reclaimed from government mandates, scripted commercial programs, and high stakes tests via intensive reconsideration of learning, teaching, curriculum, language, and sociocultural contexts.
