Official Portraits And Unofficial Counterportraits Of At Risk Students
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Official Portraits and Unofficial Counterportraits of At Risk" Students" by Richard J. Meyer Pdf
This book chronicles 5th and 6th grade writers in a poor, culturally diverse, rural school in the southwest US coming into their voices, cultivating those voices, and using those voices in a variety of venues, beginning with the classroom community and spreading outward. The big ideas of official and unofficial portraits are presented, followed by data and facets of the theoretical construct of counterportraits in each chapter, as a response to official portraits.
Official Portraits and Unofficial Counterportraits of At Risk Students by Richard J. Meyer Pdf
This book chronicles 5th and 6th grade writers - children of gang members, drug users, poor people, and non-documented and documented immigrants - in a rural school in the southwest US coming into their voices, cultivating those voices, and using those voices in a variety of venues, beginning with the classroom community and spreading outward. At the heart of this book is the cultivation of tension between official and unofficial portraits of these students. Official portraits are composed of demographic data, socioeconomic data, and test results. Unofficial counterportraits offer different views of children, schools, and communities. The big ideas of official and unofficial portraits are presented, then each chapter offers data (the children’s and teachers’ processes and products) and facets of the theoretical construct of counterportraits, as a response to official portraits. The counterportraits are built slowly in order to base them in evidence and to articulate their complexity. Many teachers and soon-to-be teachers facing the dilemmas and complexities of teaching in diverse classrooms have serious questions about how to honor students’ lives outside of school, making school more relevant. This book offers evidence to present to the public, legislators, and the press as a way of talking back to official portraits, demonstrating that officially failing schools are not really failing - evidence that is crucial for the survival of public schools.
Reclaiming Literacies as Meaning Making by Kathryn F. Whitmore,Richard J. Meyer Pdf
Whitmore and Meyer bring together top literacy scholars from around the world to introduce the concept of manifestations: evidence of meaning making in literacy events, practices, processes, products, and thinking. Manifestation are windows into literacy identities, and serve as affective and sociocultural signifiers of learners’ understanding at a point in time and in a specific context. The volume reclaims progressive spaces for understanding reading, writing, drawing, speaking, playing, and other literacies. It grounds manifestations of literacies in the discourse of meaning making and demonstrates how literacy learners and educators are active agents in this complex, social, political, emotional, and multimodal process. Ideal for preservice teachers, graduate students, and researchers in literacy education, this book shifts the conversation away from treating literacies as acquired commodities and illustrates how educators engage with learners to deepen understanding of literacy learners’ experiences. Organized by five pillars of literacy—teaching, learning, language, curriculum, and sociocultural contexts—each section covers critical and cutting-edge topics and offers examples, tools, and strategies for research and practical applications in diverse classroom settings. Each chapter includes a range of examples and is followed by a short, complementary reading extension to engage the reader.
Luminous Literacies by Mary Frances Rice,Ashley K. Dallacqua Pdf
Luminous Literacies shares examples of teachers and educators using local knowledge to illustrate literacy engagement and curriculum-making through scholarly accounts of experiences in teacher preparation courses, classrooms, and other community spaces in New Mexico.
The first study of life narratives produced for, about, and written by children, this book examines the recent popularity of children's biographies and how they engage with the biggest issues of our time: environmental change, health crises, education, and children's personal and political development. Beginning with a literary-historical overview, Children and Biography proceeds to examine 21st-century examples and trends such as illustrated texts including Women in Science, the Fantastically Great Women Who... books, Rebel Dogs, Goodnight Stories for Rebel Girls, Kids Who Did, My Beautiful Birds and The Journey. The book also considers archives of children's writings and drawings, in particular the testimonies of child asylum seekers, children's biographical art, and 'Lockdown diaries' produced during the Covid-19 pandemic. By analyzing these works alongside empirical studies into how such material is received by child readers, and how texts generated by children are perceived both by them and their parents, this book provides new knowledge on how biographies for children are produced and read. Comprehensive and original, Children and Biography, presents an ethical methodological framework for scholarly practice when reading, witnessing and interpreting children's life narratives. The book offers a mandate for future researchers: to place children's voices and writing at the centre of inquiries in ways that facilitate genuine agency for child authors.
Literacy Policies and Practices in Conflict by Nancy Rankie Shelton,Bess Altwerger Pdf
Current U.S. school reform efforts link school success, student achievement, and teacher performance to standardized tests and narrowly prescribed curricula. How do test-driven, mandated curricula in urban school systems overtly and subtly impact teachers’ efforts to provide technologically advanced, challenging classroom environments that foster literacy development for all students? How do these federal policies affect instruction at the classroom level? The premise of this book is that, in order for teachers to confront and/or counteract the pressures placed on them from these policies, it is necessary to first understand them. This book takes a close look at the tensions that exist between federal mandates and contemporary literacy needs and how those tensions impact classroom practices. Providing a clear sociopolitical overview and analysis, it combines theoretical explanations with examples from current ethnographic research. Readers are challenged to (re)consider whether meeting test performance benchmarks should be the hallmark of school success when the goal of test performance supersedes the goal of producing highly literate, productive citizens of the future.
Expanding Elementary Teacher Education through Service-Learning by Margaret-Mary Sulentic Dowell,Tynisha D. Meidl Pdf
The goal of this handbook is to offer teacher educators a blue print for strengthening and extending traditional literacy field experiences to include service-learning components. As literacy teacher educators, Sulentic Dowell and Meidl demonstrate how teacher education can be transformed to include more authentic, meaningful, and preparatory field experiences. Adding service-learning components expands teacher education to more adequately prepare elementary education candidates to meet children’s needs in 21st century, urban elementary classrooms. This handbook considers the need to redefine and reconfigure teacher education in regards to literacy teaching and learning.
Exploring Cultural Dynamics and Tensions Within Service-Learning by Trae Stewart,Nicole Webster Pdf
Service-learning is an exciting pedagogy and field of study, offering insight into how academic study and community engagement blend to create social change. In its most traditional conceptualization, servicelearning activities typically manifest within communities where outside individuals address a need. Service learning is purported to have a transforming effect on individual student perspectives by providing students the opportunity to interact with people and enter into situations that allow students to test their predisposition towards others. However, the literature on the impact of service-learning on participants' acceptance of diversity and development of open-mindedness reports mixed outcomes. The purpose of this book is to explore cultural tensions and dynamics within the field of service-learning. It is not meant to be an exhaustive review of the interplay between culture and service learning, but rather a starting point for an ongoing conversation about how this complex topic impacts the field. In 18 chapters, educators, students, and administrators investigate the cultural values of service-learning itself and the tensions created when this is at odds with the values of others within K-12 and higher education in the United States and abroad. Authors include community organization representatives, researchers, directors of offices of community engagement, university administrators, junior and senior faculty, and former service-learning undergraduate students. Submissions reflect a range of genres, including theoretical / conceptual pieces, position papers, case studies, and other traditional academic essays, challenging how students and community members are affected by the cultural tensions within service-learning engagement.
Becoming a Teacher of Writing in Elementary Classrooms by Mindy Legard Larson,Donna Kalmbach Phillips Pdf
The Second Edition of Becoming a Teacher of Writing in Elementary Classrooms is an interactive learning experience focusing on all aspects of becoming-writer and teacher of writing in the Writing Studio. The Writing Studio is illustrated with authentic classroom scenarios and include descriptions of assessments, mini-lessons, mentor texts, and collaborative and individual teaching strategies. The parallel text, Becoming-Writer, allows readers to engage as writers while learning and applying writing process, practice, and craft of the Writing Studio. The new edition includes integration of preschool writers, multilingual learners, translanguaging, culturally sustaining pedagogy, social emotional learning, Universal Design for Learning and an updated companion website with teacher resources. This dynamic text supports teachers’ agency in the ongoing journey of joyful teaching and writing.
Reclaiming Reading by Richard J. Meyer,Kathryn F. Whitmore Pdf
This book examines how the teaching of reading can be reclaimed from government mandates, scripted commercial programs, and high stakes tests via intensive reconsideration of learning, teaching, curriculum, language, and sociocultural contexts.
"Reading Spiegel's book is like seeing the scattered pieces of a jigsaw puzzle of history and literature suddenly assembled in a dazzling new image, a picture that could not have been made without the master piece, the manuscript that Professor Spiegel was the first person in almost 800 years to read and interpret. Her effort is a tour de force of no mean proportion."--Stephen G. Nichols Jr., author of Romanesque Signs
Latin@ Voices in Multicultural Education by Festus E. Obiakor Pdf
In this unique, innovative, and visionary book, Latin@ Voices in Multicultural Education: From Invisibility to Visibility in Higher Education, Obiakor and Martinez highlight the visible voices of Latin@ teacher-scholars, professionals, and leaders. The authors agree with many Chican@ / Latin@ scholars (Cantú & Fránquiz, 2010) by using the term "Latin@" for the book as an all-inclusive label instead of "Latina/o" to de-emphasise the cisgendered "o/a" and uneven "Hispanic" terminology regarding individuals of Latin American heritage. These voices come from personal narratives of Latin@s in the United States (US) higher education. While their narratives expose different viewpoints and come from different personalities, institutions, and geographical locations, the complexities of their journeys have similar elements of true survival in unfamiliar Eurocentric terrains. In their respective chapters, they share their stories with veracity, acknowledge their remarkable contributions to their profession, and demonstrate that it is possible to be seen and heard in academic environments that have historically tried to silence their voices. Because of their pride, dedication, energy, resiliency, and courage, they are worthy of emulation; and all individuals, in spite of their culture, race, and national origin, can learn from them. Clearly, Latin@ Voices in Multicultural Education is a book for this day and age. It is intended for use by both undergraduate and graduate students, multicultural education scholars, faculty and staff in teacher preparation programs, higher education administrators, policy makers, and internal and external stakeholders in higher education. Hopefully, this book will motivate its readers to think and act differently, and to a large measure, shift their paradigms on how they treat and interact with individuals who appear different and atypical. Finally, this book will help everyone to value human differences; nurture multicultural dispositions and contexts; and navigate successfully through the mazes of bilingualism, multilingualism, multiculturalism, nationalism, and globalism.
Composing a Teacher Study Group by Richard J. Meyer Pdf
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.
International Handbook of Research in Arts Education by Liora Bresler Pdf
Providing a distillation of knowledge in the various disciplines of arts education (dance, drama, music, literature and poetry and visual arts), this essential handbook synthesizes existing research literature, reflects on the past, and contributes to shaping the future of the respective and integrated disciplines of arts education. While research can at times seem distant from practice, the Handbook aims to maintain connection with the live practice of art and of education, capturing the vibrancy and best thinking in the field of theory and practice. The Handbook is organized into 13 sections, each focusing on a major area or issue in arts education research.
