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A compilation of articles dealing with current topics in education.
This publication contains journal essays and book chapters (from publications of the National Council of Teachers of English) which address trends and issues in elementary language arts education. The following articles appear in the publication's first section, "Writing and a Move to New Literacies": (1) "Sacred Cows: Questioning Assumptions in Elementary Writing Programs" (Brenda Power and Susan Ohanian); (2) "Learning To Write: Honoring Both Process and Product" (JoAnn Portalupi); (3) "Putting Ourselves on the Line" (Pat McClure and Linda Rief); and (4) "Understanding and Transforming the Meaning of Our Lives through Poetry, Biographies, and Songs" (Cecilia M. Espinosa and Karen J. Moore). Articles in the second section, "Critical Literacy," are: (5) "Critical Literacy: Teaching Reading, Writing, and Outrage" (excerpt) (Linda M. Christensen); (6) "Story Time as a Magical Act Open Only to the Initiated: What Some Children Don't Know about Power and May Not Find Out" (Karen Gallas); (7) "Leadership as Critical Practice: A Work-in-Progress" (Susan M. Church); and (8) "Literacy Education as a Site for Social Justice: What Do Our Practices Do?" (Barbara Comber and Helen Nixon). Articles in the third section, "Taking New Action," are: (9) "Columbine's Challenge: A Call To Pay Attention to Our Students" (Robin Stern); (10) "Becoming Proactive: The Quiet Revolution" (Cathy Fleischer, Kathleen Hayes-Parvin, and Julie A. King); (11) "Transformative Learning through a Study Group" (Elizabeth R. Saavedra); (12) "Rights, Respect, and Responsibility: Toward a Theory of Action in Two Bilingual (Spanish/English) Classrooms" (Beth Yeager, Irene Pattenaude, Maria E. Franquiz, and Louise B. Jennings); (13) "Exploring Critical Literacy: You Can Hear a Pin Drop" (Christine Leland, Jerome Harste, Anne Ociepka, Mitzi Lewison, and Vivian Vasquez); and (14) "Critical Literacy in a Fourth-Grade Classroom" (Maria Sweeney). (SR)
This issues text presents current information on critical trends and developments in literacy education to help students choose and articulate their own informed approach to reading education. Issues and Trends in Literacy Education, Third Edition, continues to present a wide variety of opinions and positions in all crucial aspects of reading and writing education. This new edition includes up-to-date discussions on current topics such as reading assessment, the use of technology in reading, and adolescent literacy, among others. Renowned authors Dick Robinson, Mike McKenna, and Judy Wedman gear students to success by presenting scrupulously researched material that meets the NCATE/International Reading Association requirements for accreditation of graduate reading programs.
Reclaiming English Language Arts Methods Courses showcases innovative work in teacher education that fosters teachers’ capacities as reflective practitioners and public intellectuals; extends traditional boundaries of methods courses on teaching the English language arts, literacy, children’s and young adult literature; and embodies democratic and critical politics that go beyond the reductive economic aims and traditional classroom practices sanctioned by educational policies and corporate educational reforms. Featuring leading and emerging scholars in English language arts teacher education, each chapter provides rich and concrete examples of elementary and secondary methods courses rooted in contemporary research and theory, on-line resources, and honest appraisals of the possibilities, tensions, and limits of doing teacher education differently in a top-down time of standards-based education, high-stakes testing, teacher assessment, and neoliberal education reforms. This book offers important resources and support for teacher educators and graduate students to explore alternative visions for aligning university methods courses with current trends in English and cultural studies, critical sociocultural literacy, new literacies and web 2.0 tools, and teaching the English language arts in multiethnic, multilingual, and underserved urban communities.
This powerful book demonstrates how culturally responsive teaching can make learning come alive. Drawing on his experience as a fifth-grade teacher in a multiethnic school where children spoke over 14 different home languages, the author reveals how he created a language arts curriculum from the students’ own rich cultural resources, narratives, and identities. Illustrating the challenges and possibilities of teaching and learning in a large urban school, this book: Documents how a culturally engaged pedagogy improved student achievement and increased standardized test scores.Examines the literacy practices of children from immigrant, migrant, and refugee backgrounds, and includes powerful examples of their voices and writing.Provides an invaluable model of reflective practice, including a wide array of student-centered strategies, to generate powerful learning experiencesDemonstrates a way for teachers to tap into the various forms of literacy students practice beyond the borders of the classroom. “Campano illustrates what it takes to be a teacher with heart and soul, not simply one who succumbs to the increasing calls for higher test scores and standardized curricula. . . . There are many lessons to be learned from this gem of a book.” —From the Foreword by Sonia Nieto, University of Massachusetts at Amherst “Campano shows us what we can do—what we must all learn to do—to restore children’s full humanity to the center of U.S. literacy education.” —Patricia Enciso, The Ohio State University
Issues and Trends in Literacy Education, Second Edition , is a unique, friendly reference designed to provide necessary information needed by both pre-service and in-service educators to better understand the various viewpoints in the ever-changing field of literacy education. Current topics of interest are identified with articles, related references, discussion questions, application ideas and an annotated bibliography of related resources. After using this book, students will be well versed in reading education and will be able to decide upon and articulate their own informed approach to reading education. For readers interested in literacy education.