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Making Race Visible
Grounded in classroom experiences, this volume opens new territory on a critical but rarely addressed topic, the intersection of race with literacy research and practice.
Handbook of Instructional Practices for Literacy Teacher-educators
This volume offers a unique glimpse into the teaching approaches and thinking of a wide range of well-known literacy researchers, and the lessons they have learned from their own teaching lives. The contributors teach in a variety of universities, programs, and settings. Each shares an approach he or she has used in a course, and introduces the syllabus for this course through personal reflections that give the reader a sense of the theories, prior experiences, and influential authors that have shaped their own thoughts and approaches. In addition to describing the nature of their students and the program in which the course is taught, many authors also share key issues with which they have ...
The Second Conversation
"An appreciation of the importance of shared literacy practice in a classroom and responsibility of a teacher to induct students into the particular interpretive rules. The author makes the claim that the "first" and "second" conversations also offer an answer to a pressing question in literacy studies and educational theory"--
"Unsuitable" Books
Focusing on the attempted and successful banning of young adult fiction from media centers and classrooms, this book treats the legal and experiential history of censorship in libraries and public schools. It also looks closely at young adult novels from the early 1970s until today that have been the subject of book challenges. The authors discussed include Judy Blume, S.E. Hinton, Chris Crutcher, Jean Craighead George, M.E. Kerr, Mildred Taylor, and Sherman Alexie. This book offers parents, teachers and librarians arguments against censorship based on literary merit and societal benefit.
Campus and Classroom
A guide to help prepare educators and their students for the diversity of people they will encounter in their classrooms.
Engaging with Multicultural YA Literature in the Secondary Classroom
With a focus on fostering democratic, equitable education for young people, Ginsberg and Glenn’s engaging text showcases a wide variety of innovative, critical classroom approaches that extend beyond traditional literary theories commonly used in K-12 and higher education classrooms and provides opportunities to explore young adult (YA) texts in new and essential ways. The chapters pair YA texts with critical practices and perspectives for culturally affirming and sustaining teaching and include resources, suggested titles, and classroom strategies. Following a consistent structure, each chapter provides foundational background on a key critical approach, applies the approach to a focal YA text, and connects the approach to classroom strategies designed to encourage students to think deeply and critically about texts, themselves, and the world. Offering a wealth of innovative pedagogical tools, this comprehensive volume offers opportunities for students and their teachers to explore key and emerging topics, including culture, (dis)ability, ethnicity, gender, immigration, race, sexual orientation, and social class.
Educational Drama and Language Arts
"Does classroom drama actually teach anything?" In this book, the best studies in both the qualitative and quantitative research paradigms are presented.
Engaging Empathy and Activating Agency
This book provides a step-by-step guide for teachers to implement an action-based curriculum, using young adult literature to engage students with contemporary issues. In addition to reading, ELA core standards including speaking and writing are addressed within this curriculum. Each chapter focuses on a different aspect of the curriculum: helping students find their passion; guiding them in collaborative group reading of relevant novels; supporting them in researching, writing, and speaking about their topic; and helping them translate their ideas into action within their school and community. The book is set up in such a way that teachers can follow the curriculum from beginning to end—o...
Classroom-based Assessment in L2 Contexts
This edited volume addresses issues that promote the notion of Classroom-based Language Assessment (CBLA) for the academic community and beyond. The book explores recent thinking and research on CBLA within the fields of language testing, assessment and general education based on theoretical and research papers presented at the recent CBLA SIG – EALTA Symposia held in Cyprus and the pre-conference EALTA workshops in various countries around Europe. The volume contains 17 chapters which involve both high-stakes tests and classroom-based assessments conducted by academics, professionals and researchers in the field. It brings together high-quality submissions that cover a gap in a research area that has long been in need of theoretical and empirical attention. Overall, this edited collection, with its international scope, offers a ground-breaking resource, bringing together in balanced relationship the fields of education and second language testing and assessment.
