Teachers' Reading/Teachers' Lives

Teachers' Reading/Teachers' Lives

by Mary Kay Rummel
     
 

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Investigates teachers' classroom personal reading histories and how they influence the development of one becoming a resisting reader/teacher.

"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

Overview

Investigates teachers' classroom personal reading histories and how they influence the development of one becoming a resisting reader/teacher.

"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.

"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.

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.
From the Publisher
"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.

"The authors are insightful in their recognition and appreciation of the significance of teachers' literacy and literacy experiences to their approach to teaching. They provide poetic, scientific, and intellectual support for this recognition." — Harriet Alger, Director, Miller Research Learning Center, Edinboro University

"What I like most about this book is that it provides a dynamic forum for teachers to examine the overlap of their own lives and their pedagogues. I believe that Teachers' Reading/Teachers' Lives is both important in itself as well as to the field of teacher education. This book compels readers, whether they are teachers or teachers-to-be to truthfully examine their own teaching and learning experiences in light of those from a diverse group of educators. These examinations may put teachers more in touch with their students' lives leading toward the creation of more positive learning communities that foster growth for the teachers as well as the students. I felt myself being intellectually challenged, and simultaneously being emotionally moved. Teachers'Reading/Teachers' Lives is a vital addition to teacher education at all levels." — Rashidah Jaami Muhammad, Governors State University

Product Details

ISBN-13:
9781438418308
Publisher:
State University of New York Press
Publication date:
09/30/2009
Sold by:
Barnes & Noble
Format:
NOOK Book
File size:
430 KB

Meet the Author

Mary Kay Rummel is Associate Professor at the University of Minnesota, Duluth. Rummel is coeditor of Elementary Language Arts Instruction.

Elizabeth P. Quintero is Associate Professor at the University of Minnesota, Duluth. Quintero is coeditor of Immigrant Learners and Their Families: Literacy to Connect the Generations.

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