Critical Literacy/critical Teaching: Tools for Preparing Responsive Teachers

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Teachers College Press, 2006 - Language Arts & Disciplines - 210 pages
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This book describes and documents an exciting new approach to educating literacy teachers. The authors show how to help teachers develop their own critical literacy, while also preparing them to accelerate the literacy learning of struggling readers. The text takes readers inside a literacy lab in a high-poverty urban elementary school, reveals the instructional approach in action, and provides many excellent examples of critically responsive teaching.

Featuring a synthesis of several fields of theory and research, this book: illustrates teacher preparation and development as personal and social transformation - demonstrating that this process requires changing the ways teachers think about students, language, culture, literacy, learning, and themselves as educators; provides pedagogical tools - including the history of the innovative literacy lab, the context of the instructional interactions, and the transition from a university-based to a school-based project; and combines critical and accelerative literacy instruction, showing how teachers can accelerate the slowest developing readers in their classrooms and also build a sense of engagement for students with the social world.

 

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Contents

THE FOUNDATIONS OF
1
Critical Literacy Accelerating Literacy
9
The Centrality of Language
21
TEACHING TOOLS AND PROCESSES
31
Language and Power
54
Assessing and Representing Learning
61
Roaming in the Known
70
Teaching Children to Be Literate Not Teaching Literacy
78
Learning Is Continuous
100
Developing Reflective Teaching
120
You Brought Easy Books to Read Today
139
TEACHER CHANGE AND PROGRAM CHANGE
151
Two Perspectives
175
References
185
Childrens Literature Cited in the Text
195
Index
201

Building Learning Communities
86

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Page 187 - ... Understanding their needs. Washington, DC: Taylor & Francis. Brown, S. (1999). Gender in teacher education. Unpublished report prepared for the Marymount Institute for the Education of Women and Girls, Tarrytown, NY. Checkley, K. (2001). A persistent intolerance. ASCD's Education Update, 43(2), 5. Cook-Sather, A. (2001 ). Translating themselves. Becoming a teacher through text and talk.

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About the author (2006)

Cheryl Dozieris an assistant professor at the University at Albany, State University of New York. Peter Johnston is a professor at the University at Albany, SUNY. Rebecca Rogers is an assistant professor at Washington University in St. Louis.

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