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Reclaiming Reading
Inviting teachers back to the role of reflective advocates for thoughtful reading instruction, this book presents theory and pedagogical possibilities to reclaim and build upon the knowledge base that was growing when government mandates, scripted commercial programs, and high stakes tests took over as the dominant agenda for reading instruction in U.S. public schools. Focusing on literacy learners’ and their teachers’ lives as literate souls, it examines how the teaching of reading can be reclaimed via an intensive reconsideration of five pillars as central to the teaching and learning of reading: learning, teaching, curriculum, language, and sociocultural contexts. Reclaiming Reading a...
Teacher Inquiry
The importance of educational research for professional development and classroom practice is becoming increasingly significant. This collection looks at both enacting teacher research and the methodologies involved within it.
Reclaiming Early Childhood Literacies
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.
Writing in the Elementary Classroom
Writing in the Elementary Classroom considers writing development from many different angles, creating a rich collage that focuses on how to help students develop into competent writers.
What Research Really Says about Teaching and Learning to Read
This groundbreaking collection examines official views of the teaching and learning of reading--those endorsed by the National Reading Panel, No Child Left Behind, and Reading First initiatives--and challenges the assumptions on which the views are based. Together, the contributors offer an alternate vision to currently accepted ideas and practices in reading education. What Research Really Says about Teaching and Learning to Read provides historical context for the current reading debates and then examines forms of resistance to existing policies. The contributors, with support of NCTE’s Commission on Reading, synthesize a broad range of research concerning the nature of reading, how it i...
Reading Horizons
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The Nautilus
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