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Teachers' Reading/Teachers' Lives [NOOK Book]

Overview

The premise of this book is important: that teachers' literacy experiences not only make a difference in their literacy instruction but also in their professional judgment and actions related to curriculum decisions, and their resistance to prescribed methods and materials which do not allow children's literacy to flourish. The teachers' own words in the autobiographical chapters offer powerful testimony supporting approaches to literacy that encourage and support the job of reading and writing, rather than ...
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Teachers' Reading/Teachers' Lives

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Overview

The premise of this book is important: that teachers' literacy experiences not only make a difference in their literacy instruction but also in their professional judgment and actions related to curriculum decisions, and their resistance to prescribed methods and materials which do not allow children's literacy to flourish. The teachers' own words in the autobiographical chapters offer powerful testimony supporting approaches to literacy that encourage and support the job of reading and writing, rather than pedantic and meaningless curriculum methods that emphasize isolated skills and drills. The topic is very significant. There is currently a backlash against the whole language approach, which through the years has had other titles but has always emphasized the creative, responsive teaching described in meaningful, individual, integrated and joyful approaches to the teaching of reading and writing. This book could have a positive influence on the current discussions about the teaching of literacy.
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Editorial Reviews

Booknews
Contrary to what students may think, teachers do have lives outside the classroom. Rummel and Quintero (U. of Minnesota) extract from their teacher interview study ways in which teachers' own literacy experiences and sensibilities carry over into their instruction. E.g. a special education teacher relates how he transmutes his reading of travel/adventure literature into outdoor programs for his students, thus offering "a whole life continuum" above the pedagogical strategy quagmire. Chaos theory lends a metaphor for discerning empowering order, for both students and teachers, in the apparent randomness of education's "sensitive dependence on initial conditions." Annotation c. by Book News, Inc., Portland, Or.
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Product Details

  • ISBN-13: 9781438418308
  • Publisher: State University of New York Press
  • Publication date: 9/30/2009
  • Sold by: Barnes & Noble
  • Format: eBook
  • File size: 420 KB

Table of Contents

Foreword
Acknowledgments
Pt. I Introduction and Voice Matters: Autobiographical Sketches of Teacher-Authors
1 Introduction: Sensitive Dependence on Initial Conditions 3
2 Voice Matters: Autobiographical Sketches of Mary Kay Rummel 17
3 Voice Matters: Autobiographical Sketches of Elizabeth Quintero 27
Pt. II The Teachers' Stories
4 Bill Simpson 41
5 Pamela Russell 49
6 David Haynes 59
7 Lisa Boehlke 73
8 Tracy Montero 83
9 Donn Renee Morson-McKie 93
10 Wayne Wazouko 105
11 Dell Tideman 113
12 Vicki Brathwaite 123
13 Kathryn Mongon 135
14 Mary Tacheny 149
15 Raul Quintanilla 161
16 Judith Borer 171
Pt. III Reflections
17 Metaphor and Art as Frameworks for Living 187
18 Nurturance Past and Present (Self and Others) 197
19 Family History 207
20 Resisting Reader/Teacher 213
Index 221
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