Discusses literacy holistically and within the context of literacy instruction throughout the twentieth century
Offers the reader a comprehensive research base that is strongly tied to the practical needs and experiences of classroom teachers
Places the discussion of literacy within the current mandates of NCLB
Offers practical approaches to addressing both best practice and political mandates
Renita Schmidt and P. L. Thomas The guiding mission of the teacher education program in the university where we teach is to create teachers who are scholars and leaders. While the intent of that mission is basically sound in theory—we instill the idea that teachers at all levels are professionals, always learning and growing in knowledge—that theory, that philosophical underpinning does not insure that the students who complete our program are confident about the act or performance of teaching. In our unique program, students work closely with one teacher and classroom for the entire senior year and then are supervised and mentored during their first semester of teaching; the program is heavily field-based, and it depends on the effectiveness of mentoring throughout the methods coursework and the first semester of full-time teaching. Students tell us this guidance and support is invaluable, and yet we feel the disjuncture between university and school just as many of you in more traditional student teaching settings. Students hear "best practice” information from us in methods classes and they receive ample exposure to the research supporting our field, but have a hard time implementing research-based practices in their cla- room settings and an even harder time finding it in the classrooms around them.
Introduction Part I. The Bureaucraticillegalscript Chapter 1: Standards, Standards Everywhere and Not a Spot to Think - P. L. Thomas Chapter 2: Rubrics, Scoring Guides, and Testing, Testing, Testing - Renita Schmidt Part II. The Corporateillegalscript Chapter 3: Marketing Child Readers: Ranking and Sorting - Renita Schmidt Chapter 4: English as aillegalscripted Language - P. L. Thomas Part III. The Studentillegalscript Chapter 5: 'When Are We Going to Do English?' - P. L. Thomas Chapter 6: How School Works: Raise Your Hands When You Want to Learn - Renita Schmidt Part IV. The Parent and Publicillegalscript Chapter 7: 'Why Don´t You Mark the Errors on my Child´s Papers?' – Explaining Yourself Theoretically and Professionally - Renita Schmidt Chapter 8: 'Why Aren´t You Teaching C. S. Lewis?'—Challenges and Expectations from Outside School - P. L. Thomas Part V. The Administrativeillegalscript Chapter 9: But Are They Ready To Do Best Practices? - Renita Schmidt Chapter 10: Building and Department Politics—Talking English - P. L. Thomas Part VI. Beyondillegalscripts to Literacy Chapter 11: Literacy as Action—Empowering Students - P. L. Thomas Chapter 12: Assessing Our Way into Instruction: What Teachers Know and How They Know It - Renita Schmidt Conclusion: Implications for Literacy Classrooms in the 21st Century References
This book offers a call to all who are involved with literacy education. It explores the preillegalscriptions that hinder authentic and effective approaches to literacy instruction. Theillegalscripts identified here include the Bureaucraticillegalscript, the Corporateillegalscript, the Studentillegalscript, the Parent and Publicillegalscript, and the Administrativeillegalscript. The authors bring their classroom teaching experiences (over thirty years combined) along with their research base to a discussion of literacy spanning elementary through high school. The discussion offers the reader practical and research-based lenses for identifying and overcoming the barriers to best practice while avoiding the inherent pitfalls found too often in our schools. The implied answer to the subtitle is a definitive "No," but the text goes beyond criticizing the current state of the field and seeks to empower both teachers and students seeking literacy growth beyond theillegalscripts that plague twenty-first century commitments to accountability and testing.
While the intent of that mission is basically sound in theory-we instill the idea that teachers at all levels are professionals, always learning and growing in knowledge-that theory, that philosophical underpinning does not insure that the students who complete our program are confident about the act or performance of teaching.
The authors bring their decades of classroom teaching experience, along with their research base, to a discussion of literacy spanning elementary through high school. They explore the preillegalscriptions that hinder effective approaches to literacy instruction.
Renita Schmidt and P. L. Thomas The guiding mission of the teacher education program in the university where we teach is to create teachers who are scholars and leaders. While the intent of that mission is basically sound in theory-we instill the idea that teachers at all levels are professionals, always learning and growing in knowledge-that theory, that philosophical underpinning does not insure that the students who complete our program are confident about the act or performance of teaching. In our unique program, students work closely with one teacher and classroom for the entire senior year and then are supervised and mentored during their first semester of teaching; the program is heavily field-based, and it depends on the effectiveness of mentoring throughout the methods coursework and the first semester of full-time teaching. Students tell us this guidance and support is invaluable, and yet we feel the disjuncture between university and school just as many of you in more traditional student teaching settings. Students hear "best practice" information from us in methods classes and they receive ample exposure to the research supporting our field, but have a hard time implementing research-based practices in their cla- room settings and an even harder time finding it in the classrooms around them.
The Bureaucraticillegalscript.- Standards, Standards Everywhere and Not a Spot to Think.- Rubrics, Scoring Guides, and Testing, Testing, Testing.- The Corporateillegalscript.- Marketing Child Readers: Ranking and Sorting.- English as aillegalscripted Language.- The Studentillegalscript.- "When Are We Going To Do English?".- How School Works: Raise Your Hands When You Want to Learn.- The Parent and Publicillegalscript.- "Why Don't You Mark the Errors on My Child's Papers?"-Explaining Yourself Theoretically and Professionally.- "Why Aren't You Teaching C. S. Lewis?"-Challenges and Expectations from Outside School.- The Administrativeillegalscript.- But Are They Ready To Do Best Practices?.- Building and Department Politics-Talking English.- Beyondillegalscripts to Literacy.- Literacy as Action-Empowering Students.- Assessing Our Way into Instruction: What Teachers Know and How They Know It.
Inhaltsverzeichnis
The Bureaucraticillegalscript.- Standards, Standards Everywhere and Not a Spot to Think.- Rubrics, Scoring Guides, and Testing, Testing, Testing.- The Corporateillegalscript.- Marketing Child Readers: Ranking and Sorting.- English as aillegalscripted Language.- The Studentillegalscript.- "When Are We Going To Do English?".- How School Works: Raise Your Hands When You Want to Learn.- The Parent and Publicillegalscript.- "Why Don't You Mark the Errors on My Child's Papers?"-Explaining Yourself Theoretically and Professionally.- "Why Aren't You Teaching C. S. Lewis?"-Challenges and Expectations from Outside School.- The Administrativeillegalscript.- But Are They Ready To Do Best Practices?.- Building and Department Politics-Talking English.- Beyondillegalscripts to Literacy.- Literacy as Action-Empowering Students.- Assessing Our Way into Instruction: What Teachers Know and How They Know It.
Klappentext
Renita Schmidt and P. L. Thomas The guiding mission of the teacher education program in the university where we teach is to create teachers who are scholars and leaders. While the intent of that mission is basically sound in theory-we instill the idea that teachers at all levels are professionals, always learning and growing in knowledge-that theory, that philosophical underpinning does not insure that the students who complete our program are confident about the act or performance of teaching. In our unique program, students work closely with one teacher and classroom for the entire senior year and then are supervised and mentored during their first semester of teaching; the program is heavily field-based, and it depends on the effectiveness of mentoring throughout the methods coursework and the first semester of full-time teaching. Students tell us this guidance and support is invaluable, and yet we feel the disjuncture between university and school just as many of you in more traditional student teaching settings. Students hear "best practice" information from us in methods classes and they receive ample exposure to the research supporting our field, but have a hard time implementing research-based practices in their cla- room settings and an even harder time finding it in the classrooms around them.
Discusses literacy holistically and within the context of literacy instruction throughout the twentieth century
Offers the reader a comprehensive research base that is strongly tied to the practical needs and experiences of classroom teachers
Places the discussion of literacy within the current mandates of NCLB
Offers practical approaches to addressing both best practice and political mandates
