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Stories From the Heart

Stories From the Heart Author Richard J. Meyer
ISBN-10 9781135469702
Release 2013-10-18
Pages 200
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Stories from the Heart is for, by, and about prospective and practicing teachers understanding themselves as curious and literate beings, making connections with colleagues, and researching their own literacy and the literacy lives of their students. It demonstrates the power and importance of story in our own lives as literate individuals. Readers are encouraged to: tell, write, or re-create the stories of their literacy lives in order to understand how they learn and teach; begin the journey into writing the stories of others' literacy lives; find support in their researching endeavors; and examine the idea of framing stories by using the work of other teachers and researchers.

Literacy for All Students

Literacy for All Students Author Rebecca Powell
ISBN-10 9781136879692
Release 2012-04-27
Pages 288
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The Culturally Responsive Instruction Observation Protocol (CRIOP) is a framework for implementing culturally relevant literacy instruction and classroom observation. Drawing on research and theory reflecting a range of perspectives ─ multicultural instruction, literacy theory, equity pedagogy, language and discourse models, sheltered instruction, critical pedagogy ─ it provides a means for assessing the many variables of classroom literacy instruction and for guiding practitioners in their development as multicultural educators. Literacy for All Students Discusses issues in multicultural literacy instruction within the context of various essential instructional components (such as assessment, curriculum, parent collaboration) Provides a protocol for observing features of literacy instruction for culturally and linguistically diverse students Presents vignettes from real classrooms, written by elementary and middle school teachers, showing their victories and struggles as they attempt to implement a pedagogy that is culturally responsive within a climate of high stakes testing A highly effective instrument for assessing culturally responsive literacy instruction in schools, the CRIOP serves as a model for realizing a literacy that is both relevant and transformative.

Composing a Teacher Study Group

Composing a Teacher Study Group Author Richard J. Meyer
ISBN-10 9781135459628
Release 2013-10-18
Pages 248
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There has been a flurry of writing about teachers as inquirers and researchers as well as books about children as inquirers. This volume brings these two areas together -- teachers and students are inquiring at Ridgeway Elementary School. It demonstrates the importance of thought collectives as forums for student and teacher learning. The children in the primary classrooms in this book are working to understand the world around them and their place in it as literate individuals. Their teachers are studying themselves and the students. No other book describes the way this work affects children, teachers, and the ethos of the school in which the work occurs. In that sense, this book is groundbreaking in that it is an honest portrayal of the joys and sorrows, the successes and the stumbling blocks, the clear vision, and the obfuscating that teachers live as they enact a life of asking questions, being curious, wandering, and wondering. Acknowledging and honoring the many faces of inquiry in schools, this book demonstrates the children's inquiry, their teachers' inquiry, and the place of that inquiry in schools. It lays out the ways in which inquiry is fundamental to teaching and learning in a democracy in which all of the members of the community have a voice in deciding curricular directions and ways of presenting learning. Teachers are presented as thinkers and learners, not merely as technicians enacting others' views of what is to be learned and when. Readers will find teachers dealing with the real issues of life in schools; they will see how teachers can use their existing situations as points of departure for their growth and their students' learning.

Telling Stories in Book Clubs

Telling Stories in Book Clubs Author Mary Kooy
ISBN-10 9780387339276
Release 2006-08-15
Pages 244
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This book examines questions in the intersections of narrative, teaching, communities of learning, knowledge, women teachers and teacher development. Stories constitute the heart of this book and the glue that holds the pieces together. This book explores the ways women educators understand and make sense of their lives and develop their personal practical knowledge of teaching through narrative texts and experiences in informal learning groups.

Reflections on Multiliterate Lives

Reflections on Multiliterate Lives Author Diane Dewhurst Belcher
ISBN-10 1853595217
Release 2001
Pages 211
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Reflection on Multiliterate Lives is a collection of personal accounts, in narrative and interview format, of the formative literacy experiences of highly successful second language users, all of who are professional academics. Representing fourteen countries in origin, the contributors, well-known specialists in language teaching as well as a variety of other fields in the social and physical sciences, recount in their own words past and present struggles and successes as learners of language and of much else.

Teaching Secondary English

Teaching Secondary English Author Daniel Sheridan
ISBN-10 9781135680909
Release 2013-03-07
Pages 384
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This new edition of Teaching Secondary English is thoroughly revised, but its purpose has not changed. Like the popular first edition, it balances content knowledge with methodology, theory with practice, and problem-posing with suggested solutions. The tone and format are inviting, while addressing student-readers on a professional level. Rather than attempting to cover everything, the text provides a framework and materials for teaching a secondary English methods course, while allowing considerable choice for the instructor. The focus is on teaching literature, writing, and language--the basics of the profession. Attention is given to the issues that arise as one seeks to explore what it means to "teach English." The problems and tensions of becoming a teacher are discussed frankly, in a manner that helps students figure out their own attitudes and solutions. Features: * Focuses on a few central concepts in the teaching of secondary English * Provides an anthology of 22 readable and challenging essays on key topics--allowing students to hear a variety of voices and opinions * Includes an applications section for each reading that extends the discussion and asks students to explore problems and grapple with important issues related to the articles * Offers short writing assignments in questions that follow the readings and in brief writing tasks in the applications, and a longer writing assignment at the end of each chapter * Addresses student readers directly without talking down to them New in the Second Edition: * This edition is shorter, tighter, and easier to use. * The opening and concluding chapters more directly address the concerns of new teachers. * The anthology is substantially updated (of the 22 articles included, 14 are new to this edition). * Each essay is preceded by a brief introduction and followed by questions for further thought. * There are fewer applications, but these are more extensive and more fully integrated within the text. * A writing assignment is provided at the end of each chapter. * Interviews with college students--before and after student teaching--are included in Chapters 1 and 6. * The bibliographies at the end of each chapter are fully updated.

Tep Vol 19 N2

Tep Vol 19 N2 Author Teacher Education and Practice
ISBN-10 9781475819250
Release 2007-08-02
Pages 100
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Teacher Education and Practice, a peer-refereed journal, is dedicated to the encouragement and the dissemination of research and scholarship related to professional education. The journal is concerned, in the broadest sense, with teacher preparation, practice and policy issues related to the teaching profession, as well as being concerned with learning in the school setting. The journal also serves as a forum for the exchange of diverse ideas and points of view within these purposes. As a forum, the journal offers a public space in which to critically examine current discourse and practice as well as engage in generative dialogue. Alternative forms of inquiry and representation are invited, and authors from a variety of backgrounds and diverse perspectives are encouraged to contribute. Teacher Education & Practice is published by Rowman & Littlefield.

Stories Teachers Tell

Stories Teachers Tell Author Douglas K. Hartman
ISBN-10 STANFORD:36105021510099
Release 1998-01-01
Pages 264
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Stories Teachers Tell has been writing in one form or another for most of life. You can find so many inspiration from Stories Teachers Tell also informative, and entertaining. Click DOWNLOAD or Read Online button to get full Stories Teachers Tell book for free.

Teaching Educational Psychology

Teaching Educational Psychology Author Phyllis C. Blumenfeld
ISBN-10 PSU:000033592732
Release 1996-05-01
Pages 88
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The articles included in this special issue are invited contributions that extend the work of the APA Division 15 Ad Hoc Committee on the Teaching of Educational Psychology. The committee was established to consider implications of current reforms relative to educational psychology courses for prospective teachers. It was charged to begin a dialogue about the contribution of educational psychology to teacher education and how educational psychology might best be taught to prospective teachers. This issue's aim is to spark a lively interchange about the place of educational psychology in teacher education programs and the roles of educational psychologists as teacher educators with respect to three sets of issues identified by the contributors: * the nature of the field and the relationship of its theories to practice; * defining content and agreeing upon goals for teaching educational psychology to prospective teachers; and * principles of pedagogy for teaching prospective teachers about ideas from the field. In so doing, the editors hope to contribute to pedagogical content knowledge held by educational psychologists. In addition, they hope this issue will stimulate inquiry into what and how they teach, and how they can contribute substantially to prospective teachers' knowledge and skills.

The Yearbook of the National Reading Conference

The     Yearbook of the National Reading Conference Author National Reading Conference (U.S.). Meeting
ISBN-10 UOM:39015051650573
Release 1996
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The Yearbook of the National Reading Conference has been writing in one form or another for most of life. You can find so many inspiration from The Yearbook of the National Reading Conference also informative, and entertaining. Click DOWNLOAD or Read Online button to get full The Yearbook of the National Reading Conference book for free.

Stepping Inside the Classroom Through Personal Narratives

Stepping Inside the Classroom Through Personal Narratives Author Darren James Smith
ISBN-10 STANFORD:36105110315632
Release 1999-01-01
Pages 164
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"Stepping Inside the Classroom Through Personal Narratives provides an account of the life that exists within the American classroom. It achieves this by chronicling the experiences and perceptions of two high school students and their teacher over the course of a semester art history class. In the process, it celebrates the ideas and voices of students and teachers, enabling the reader to understand their very different lives. The personal stories presented here will promote an understanding of the social and psychological aspects of education today and ultimately has the potential to contribute to the development of higher caliber learning environments."--BOOK JACKET.Title Summary field provided by Blackwell North America, Inc. All Rights Reserved

Composing Research

Composing Research Author Cindy Johanek
ISBN-10 UCSC:32106012464886
Release 2000-04-01
Pages 240
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Cindy Johanek offers a new perspective on the ideological conflict between qualitative and quantitative research approaches, and the theories of knowledge that inform them. With a paradigm that is sensitive to the context of one's research questions, she argues, scholars can develop less dichotomous forms that invoke the strengths of both research traditions. Context-oriented approaches can lift the narrative from beneath the numbers in an experimental study, for example, or bring the useful clarity of numbers to an ethnographic study. A pragmatic scholar, Johanek moves easily across the boundaries that divide the field, and argues for contextualist theory as a lens through which to view composition research. This approach brings with it a new focus, she writes. "This new focus will call us to attend to the contexts in which rhetorical issues and research issues converge, producing varied forms, many voices, and new knowledge, indeed reconstructing a discipline that will be simultaneously focused on its tasks, its knowledge-makers, and its students." Composing Research is a work full of personal voice and professional commitment and will be a welcome addition to the research methods classroom and to the composition researcher's own bookshelf. 2000 Outstanding Scholarship Award from the International Writing Centers Association.

The English Record

The English Record Author
ISBN-10 STANFORD:36105121683259
Release 2003
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The English Record has been writing in one form or another for most of life. You can find so many inspiration from The English Record also informative, and entertaining. Click DOWNLOAD or Read Online button to get full The English Record book for free.

Yearbook of the National Reading Conference

Yearbook of the National Reading Conference Author National Reading Conference (U.S.)
ISBN-10 UOM:39015077203076
Release 1999
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Yearbook of the National Reading Conference has been writing in one form or another for most of life. You can find so many inspiration from Yearbook of the National Reading Conference also informative, and entertaining. Click DOWNLOAD or Read Online button to get full Yearbook of the National Reading Conference book for free.

Toward Higher Ground

Toward Higher Ground Author Peter D. Eckel
ISBN-10 UCSC:32106019111720
Release 2006
Pages 29
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The first decade of the 21st century has been marked by increased expectations for and demands on higher education. Colleges and universities of all kinds are struggling to compete effectively and continue to serve the public's needs and maintain its confidence. This essay, the fifth in a series on the changing relationship between states and their institutions, explores ways to reconcile oft-competing demands. - Publisher.

Teachers stories

Teachers  stories Author David John Thomas
ISBN-10 0335192548
Release 1995-08
Pages 219
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In Teachers' Stories David Thomas and his contributors present an argument for the content and process of teacher training to be enriched by the inclusion of educational biography, both general, (grounded Life Histories), and subject specific accounts, as significant ingredients to be stirred in with more formal theoretic and practical aspects of training. Creating educational biographies is one way of introducing students to critical reflection on their 'taken-for-granted' educational beliefs and values, and their origins.Though not a training manual, Teachers' Stories will be of interest to all teacher trainers including the new cohort of trainers - the teacher mentors. Students will also find support for their attempts to introduce, through journals, diaries or logs, their individual experiences as alternative voices to the pre-eminent discourses of the training institution. It is suggested that such opportunities are especially valuable for students and tutors where the student's background and culture provide unusually distinctive experiences with possibilities for course enrichment as well as personal development.

Reading And Teaching

Reading And Teaching Author Richard J. Meyer
ISBN-10 UOM:39015066837256
Release 2007-03-05
Pages 195
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"Reading and Teaching" raises questions and provides a context for preservice and practicing teachers to understand and to reflect on the complex issues surrounding the teaching of reading in the schools. It presents real teachers in their classrooms, dialogues about that teaching, and exercises for further clarification. The purpose is to help teachers make informed choices about their teaching of reading. The text considers the different types of decisions teachers might make in the teaching of reading and the knowledge upon which they rely in making those decisions--not simply factual information about using certain materials and methods to teach reading, but also knowledge about the mind, the political climate, the broader social and cultural circumstances of their students and schools and the communities in which they teach. "Reading and Teaching" is designed to engage teachers in beginning to evolve their own practical theories, to help them explore and perhaps modify some basic beliefs and assumptions, and to become acquainted with other points of view. Readers are encouraged to interact with the text and to develop their own perspective on the teaching of reading. This is the fifth volume in "Reflective Teaching and the Social Conditions of Schooling: A Series for Prospective and Practicing Teachers," edited by Daniel P. Liston and Kenneth M. Zeichner. It follows the same format as previous volumes in the series. *Part I includes four real-life cases of teachers' experiences in the classroom: "Teaching Reading Via Direct Systematic Instruction"; "A New Teacher Learns About Teaching Reading and Culture"; "A Teacher-Constructed Whole Language Program"; and "CriticalLiteracy in an Urban Middle School." Each case is followed by space for readers to write their own reactions and reflections, educators' dialogue about the case, space for readers' reactions to the educators' dialogue, and a summary and additional questions. *Part II presents three public arguments representing different views about the teaching of reading: direct instruction, whole language, and critical literacy. *Part III offers the authors' own interpretations of the issues raised throughout the text and some suggestions for further reflection. A list of resources is provided. This text is pertinent for all prospective and practicing teachers at any stage in their teaching careers. It can be used in any undergraduate or graduate course that addresses the teaching of reading.