Engaged in Learning: Teaching English, 6-12

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Boynton/cook Publ % Hein Attn, 2002 - Education - 221 pages
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Kathleen and James Strickland provide their students with opportunities for authentic learning through meaningful, reflective activities every day. They firmly believe that if we empower students to make decisions about their learning, to set goals, and to work at a pace that is appropriate for them, they will be engaged in true learning. The Stricklands demonstrate exactly how this happens-how students learn and how beliefs inform behavior, in teachers and students alike. In the process, they provide an indispensable methods book for English language arts teachers.

The authors draw on their backgrounds in composition, linguistics, and literary theory to ground their teaching in a philosophy that is student centered and inquiry based. In each chapter, they address the means to facilitate inquiry-in the reading or writing workshop, in the use of technology, or in assessment and testing. Best of all, they offer stories from real classrooms, numerous examples of lessons and handouts that are immediately usable, and suggestions for new activities that engage students.

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Education Begins with Philosophy
Asking Questions Facilitating Inquiry
Reading and Literature

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About the author (2002)

KATHLEEN STRICKLAND, a former public school teacher and Chapter I reading specialist, teaches undergraduate and graduate courses in reading, language arts, and teacher research at Slippery Rock University. She spends much of her time working with classroom teachers, advising them as they implement reading and writing workshops, thematic teaching, and other student-centered teaching and learning strategies.JAMES STRICKLAND teaches undergraduate and graduate students at Slippery Rock University of Pennsylvania. He teaches first-year college composition, rhetoric, and the teaching of writing and literature in the English department. Jim has also offered summer workshops to pre-service and in-service teachers examining the use of computers and the teaching of writing. His many Heinemann books have been valuable resources for elementary, secondary and college teachers interested in assessment and student centered transactional classrooms. From 1988 to 1994 Jim was the editor of English Leadership Quarterly, a publication of the NCTE Conference on English Leadership.

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