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A Reason to Read
A Reason to Read is the culminating work of the ArtsLiteracy Project, an ambitious and wide-ranging collaborative that aims to promote literacy through rich and sustained instruction in the arts. At the heart of the book is the “Performance Cycle,” a flexible framework for curriculum and lesson planning that can be adapted to all content areas and age groups. Each of the book’s main chapters delineates and explores a particular component of the cycle. A practical, readable, and inspiring book, A Reason to Read will be of immeasurable help to school teachers, education leaders, and all who have a stake in promoting literacy and the arts in today’s schools.
Developing Teachers
Developing Teachers adds a totally new level of specificity to the understanding of fifth year programs as a solid entrance into the teaching profession. The special feature of the programs at many of these universities are compelling innovations that other universities will want to copy. The book is a guide for outstanding students who want to enter such programs, a rough template for other universities who want to construct such a program, and a careful analysis of the field for scholars and other persons interested in some of the best efforts in teacher education.
The Teacher′s Guide to Leading Student-Centered Discussions
Facilitate dynamic classroom discussions that motivate students and deepen their understanding! "There are two reasons why this book is so important now. The first is the vitality of the subject: true classroom dialogue may be our only hope for helping students become thoughtful citizens. The second is that the authors practice what they preach. They assume from the first page that teachers are thoughtful professionals capable of making the subtle decisions discussed. The result is a book that should lie open on the desk of any teacher who is truly interested in teaching students to think." -Terry Roberts, Director National Paideia Center "I loved the case stories of classroom discussions th...
Every Step a Struggle
“This fascinating collection of interviews is ‘must reading’ for anyone interested in the cultural politics of race in America. A unique historical resource.” —Denise Youngblood, author of Cinematic Cold War This book pays tribute to the sacrifices and achievements of seven individuals who made difficult and controversial choices to ensure that black Americans shared in the evolution of the nation’s cultural heritage. Transcriptions and analyses of never-before-published uncensored conversations with Lorenzo Tucker, Lillian Gish, King Vidor, Clarence Muse, Woody Strode, Charles Gordone, and Frederick Douglass O’Neal reveal many of the reasons and rationalizations behind a racis...
Bakhtinian Perspectives on Language, Literacy, and Learning
This 2004 book represents a multidisciplinary collaboration that highlights the significance of Mikhail Bakhtin's theories to modern scholarship in the field of language and literacy. Book chapters examine such important questions as: What resources do students bring from their home/community environments that help them become literate in school? What knowledge do teachers need in order to meet the literacy needs of varied students? How can teacher educators and professional development programs better understand teachers' needs and help them to become better prepared to teach diverse literacy learners? What challenges lie ahead for literacy learners in the coming century? Chapters are contributed by scholars who write from varied disciplinary perspectives. In addition, other scholarly voices enter into a Bakhtinian dialogue with these scholars about their ideas. These 'other voices' help our readers push the boundaries of current thinking on Bakhtinian theory and make this book a model of heteroglossia and dialogic intertexuality.
Reading Challenging Texts
CO-PUBLISHED BY ROUTLEDGE AND THE NATIONAL COUNCIL OF TEACHERS OF ENGLISH Bringing together arts-integrated approaches, literacy learning, and classroom-based research, this book explores ways upper elementary, middle, and high school teachers can engage their students physically, cognitively, and emotionally in deep reading of challenging texts. With a focus on teaching about the Holocaust and Anne Frank’s diary—part of the U.S. middle school literary canon—the authors present the concept of layering literacies as an essential means for conceptualizing how seeing the text, being the text, and feeling the text invite adolescents to learn about difficult and uncomfortable literature and subjects in relation to their contemporary lives. Offering a timely perspective on arts education advocacy, Chisholm and Whitmore demonstrate the vital need to teach through different modalities in order to strengthen students’ connections to literature, their schools, and communities. Accessible strategies are illustrated and resources are recommended for teachers to draw on as they design arts-based instruction for their students’ learning with challenging texts.
Making Our High Schools Better
Calling on teachers and parents to work together, two noted educators examine how teachers and parents can better understand their varying perspectives and negotiate their differences to improve high schools.
Learning Through Movement in the K-6 Classroom
This book offers a creative and practical guide for K-6 teachers on how to effectively integrate movement into the curriculum to increase student engagement, deepen learning, improve retention, and get kids moving during the school day. Chapters offer concrete ideas for integrating creative movement and theater into subjects such as math, science, literacy, and social studies. Drawing on two decades of experience, Dr. Becker outlines key skills, offers rich examples, and provides adaptable and flexible classroom tested lesson plans that align with Common Core Standards, the NGSS, C3 Social Studies Standards, and the National Core Arts Standards. Activities are grounded in arts integration, w...
Transforming Teaching and Learning with Active and Dramatic Approaches
A CHOICE Outstanding Academic Title 2014! How can teachers transform classroom teaching and learning by making pedagogy more socially and culturally responsive, more relevant to students’ lives, and more collaborative? How can they engage disaffected students in learning and at the same time promote deep understanding though high-quality teaching that goes beyond test preparation? This text for prospective and practicing teachers introduces engaging, innovative pedagogy for putting active and dramatic approaches to learning and teaching into action. Written in an accessible, conversational, and refreshingly honest style by a teacher and professor with over 30 years' experience, it features...
All in Our Places
Through its rich and absorbing case studies, this book portrays three elementary classrooms from a feminist perspective. These classrooms demonstrate to readers the complexity of issues that teachers face over the challenges of gender and identity issues. Life stories of the three teachers, who are all feminists, enrich the analysis and present diverse perspectives. One teacher is white, one is African American, and one is a lesbian who has come out to her students and colleagues. In different ways the three teachers face the challenges of teaching, establishing rules, developing relationships, and working to transform the curriculum. Their classrooms provide a context for the rethinking of contemporary issues, complex educational problems, and promising ideas for teaching practice. Both experienced teachers and student teachers will find these studies sources for reflection and inspiration.
