Critical literacy, critical teaching: tools for preparing responsive teachers
Saved in:
| Main Authors: | , , |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
New York
Teachers College Press
2005
|
| Series: | Language and literacy series
|
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Item Description: | Includes bibliographical references and index |
| Physical Description: | XIV, 210 S. |
| ISBN: | 0807746460 0807746452 9780807746462 9780807746455 |
Staff View
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| 245 | 1 | 0 | |a Critical literacy, critical teaching |b tools for preparing responsive teachers |c Cheryl Dozier, Peter Johnston, Rebecca Rogers ; foreword by JoBeth Allen |
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Record in the Search Index
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|---|---|
| adam_text | CONTENTS FOREWORD BY /OBETH ALLEN ACKNOWLEDGMENTS PART I: THE
FOUNDATIONS OF OUR TEACHING AND INQUIRY 1. RESEARCHING AND TEACHING WITH
LITERACY TEACHERS CALLS FOR THIS RESEARCH RESEARCH/TEACHING AGENDA
ALIGNING OUR RESEARCH AND TEACHING INSIDER-OUTSIDER RESEARCH
ORGANIZATION OF THE BOOK AUDIENCE FOR THIS BOOK 2. CRITICAL LITERACY,
ACCELERATING LITERACY THE HURDLES OF HISTORIES CHANGING HISTORIES AGENCY
ACCELERATION TEACHING FOR AGENCY AND ACCELERATION CRITICAL LITERACY
TEACHERS AND CRITICAL LITERACY CRITICAL LITERACY AND SODAL ACTION
CRITICAL LITERACY AND ACCELERATION 3. THE CENTRALITY OF LANGUAGE
LITERACY DIFFICULTIES VALUING CASE KNOWLEDGE GOALS AND PARALLEIS OUR
LEARNING OUR AGENDA PART 11: TEACHING TOOLS AND PROCESSES 4. DISRUPTING
AND EXTENDING LEARNING HISTORIES TOOL 1. TEACHING CONTEXTS: LOCATING THE
LITERACY LAB TOOL 2. HORNE CORNRNUNICATION: LEARNING FRORN FARNILIES V
IX XIII 3 3 4 5 5 7 7 9 9 11 12 13 14 17 18 19 19 21 23 24 26 26 28 33
36 37 VI CONTENTS TOOL 3. MATCHING TEACHERS AND STUDENTS: DISRUPTING
AUTOMATIE PRACTIEES 41 TOOL 4. CRITIEAL LITERACY EMPHASIS: CONSIDERING
TEXTUAL AND SOCIAL ANALYSIS 41 5. RETHINKING POWER: LEARNERS AS TEACHERS
AND TEACHERS AS LEARNERS 46 KIMBERLY PRETTYMAN THE LAB EXPERIENCE 46
TRANSFER TO THE CLASSROOM 47 WRITING 48 CRITIEAL LITERACY 48 TRANSFER OF
POWER 50 FAMILY CONNECTION 51 CONFIDENCE AND PROFESSIONAL DEVELOPMENT 52
6. TEACHERS TEACHING: LANGUAGE AND POWER 54 KAREN M. AMUNDSEN POWER AND
LANGUAGE 54 LANGUAGE WITH PARENTS 56 TRANSFERRING THE TOOLS 57 THE POWER
OF DEBRIEFING 59 TALKING WITH COLLEAGUES 60 7. ASSESSING AND
REPRESENTING LEARNING 61 TOOL 5. ROAMING IN THE KNOWN: FOLLOWING THE
LEARNER S LEAD 62 TOOL 6. DOCUMENTING LEARNING: OBSERVING LEARNING 64
TOOL 7. WRITING REPORTS AND UPDATES: INFORMING STAKEHOLDERS 66 8. BEYOND
PRINT: ROAMING IN THE KNOWN 70 LISA STROLIN-SMITH HELLO TEKWAN! 70
ROAMING IN THE KNOWN 72 INTEGRATING FAMILY STORIES IN THE LITERACY
CURRICULUM 73 REFLECTIONS 76 9. TEACHING CHILDREN TO BE LITERATE, NOT
TEACHING LITERACY 78 CHERI COLLISSON LESSONS LEARNED 79 COLLABORATING AS
A READING SPECIALIST 81 THE STRUCTURE OF MY READING PROGRAM 82
HOME/SCHOOL CONNECTIONS 83 FUTURE GOALS 84 10. BUILDING LEARNING
COMMUNITIES 86 TOOL 8. INSTRUCTIONAL CONVERSATIONS: DEVELOPING A
COMMUNITY OF LEARNERS 86 CONTENTS TOOL 9. RESPONDING TO BOOKS AND
ARTICLES: CONNECTING THEORY AND PRACTICE TOOL 10. CELEBRATING LEARNING:
CONNECTING TEACHERS, STUDENTS, AND FAMILIES TOOL 11. REFLECTIVE ESSAY:
SYNTHESIZING LEARNING VII 90 95 97 11. LEARNING IS CONTINUOUS 100
]ENNIFER GRAND STEIL THE LAB EXPERIENCE 100 TRANSFERRING LEARNING BEYOND
THE LAB 106 MY SELF-EXTENDING SYSTEM 110 12. FOLLOWING THE LEAD:
CONNECTING WITH FAMILIES THROUGH JOURNALS 112 SUSAN GARNETT CONNECTING
WITH FAMILIES-A STARTING POINT 112 EXTENDING THE JOURNALS FROM THE
LITERACY LAB TO THE CLASSROOM 115 THE SECOND YEAR-JOURNALS ACROSS GRADE
LEVELS 117 THE THIRD YEAR-COMPLICATING THE CONVERSATION 118 CONTINUING
THE CONVERSATION 119 13. DEVELOPING REFLECTIVE TEACHING 120 TOOL 12.
DOCUMENTING TEACHING: LEARNING TO NOTICE AND NAME 120 TOOL 13.
REFLECTIVE JOURNALS: WRITING TO UNDERSTAND TEACHING 129 TOOL 14.
OBSERVATION CONFERENCES: EXTENDING PRACTICE 131 TOOL 15. VIDEOTAPED
LESSONS: CONFERRING WITH COLLEAGUES 132 TOOL 16. ANALYZING TRANSCRIPTS:RETHINKING THE LANGUAGE OF INTERACTIONS 136 LAYERS OF REFLECTIVE
PRACTICE 137 14. YOU BROUGHT EASY BOOKS TO READ TODAY. HALLELUJAH!
PRAISE THE LORD! 139 VANESSA LA RAE MEETING LASHANDRA 139 STUDENT
PARTICIPATION IN THE BOOK SELECTION PROCESS 140 EASY BOOKS AND LEVELING
TEXTS 142 READING PREFERENCES AND GENRES 143 REPRESENTING WHO WE ARE 146
A FEW FINAL WORDS 149 PART 11I: TEACHER CHANGE AND PROGRAM CHANGE 15.
DIMENSIONS AND MARKERS OF TEACHER CHANGE EVIDENCE FOR CHANGE THOUGHTFUL
CONVERSATIONS AND ACTIVE LISTENING FOLLOWING THE STUDENT S LEAD
IMAGINING THE STUDENT S LOGIC 153 154 154 158 160 VIII USING LANGUAGE AS
A TOOL FOR BUILDING AGENCY EVIDENCE OF DEEPER CHANGE 16. EVOLUTION AND
DIRECTION: SURPRISES, DILEMMAS, AND UNANSWERED QUESTIONS GENERALIZABLE
TOOLS FOR TRANSFORMATION A CONSTANTLY EVOLVING PROGRAM FINDING EACH
TEACHER S ZPD CRITICAL LITERACY/CRITICAL TEACHING GROUP VERSUS
INDIVIDUAL INSTRUCTION INSTITUTIONAL NUDGES MULTIMODAL LITERACIES
COMMUNITY INVOLVEMENT LEADERSHIP CONCLUSION CONTENTS 161 163 165 165 166
167 168 169 170 170 171 171 172 AFTERWORD: TWO PERSPECTIVES 175 IT S A
WIN-WIN -ROBERT WHITE, PRINCIPAL 175 GRANDMA, YOU GOT TIME? PAPA, YOU
GOT TIME? I WANT TO READ TO YOU -RETHA BROWN, GRANDMOTHER 176 APPENDIX:
EVOLUTIONARY CONTEXT 179 CURRICULAR CONTEXT 179 STRUCTURE OF THE COURSE
180 TEACHERS 180 STUDENTS 181 OURSELVES 181 RELATIONSHIPS, FEEDBACK, AND
GRADES 181 INSTITUTIONAL ORGANIZATION AND COOPERATION 183 REFERENCES 185
CHILDREN S LITERATURE CITED IN THE TEXT 195 ABOUT THE AUTHORS AND
CONTRIBUTORS 197 INDEX 201
|
| adam_txt |
CONTENTS FOREWORD BY /OBETH ALLEN ACKNOWLEDGMENTS PART I: THE
FOUNDATIONS OF OUR TEACHING AND INQUIRY 1. RESEARCHING AND TEACHING WITH
LITERACY TEACHERS CALLS FOR THIS RESEARCH RESEARCH/TEACHING AGENDA
ALIGNING OUR RESEARCH AND TEACHING INSIDER-OUTSIDER RESEARCH
ORGANIZATION OF THE BOOK AUDIENCE FOR THIS BOOK 2. CRITICAL LITERACY,
ACCELERATING LITERACY THE HURDLES OF HISTORIES CHANGING HISTORIES AGENCY
ACCELERATION TEACHING FOR AGENCY AND ACCELERATION CRITICAL LITERACY
TEACHERS AND CRITICAL LITERACY CRITICAL LITERACY AND SODAL ACTION
CRITICAL LITERACY AND ACCELERATION 3. THE CENTRALITY OF LANGUAGE
LITERACY DIFFICULTIES VALUING CASE KNOWLEDGE GOALS AND PARALLEIS OUR
LEARNING OUR AGENDA PART 11: TEACHING TOOLS AND PROCESSES 4. DISRUPTING
AND EXTENDING LEARNING HISTORIES TOOL 1. TEACHING CONTEXTS: LOCATING THE
LITERACY LAB TOOL 2. HORNE CORNRNUNICATION: LEARNING FRORN FARNILIES V
IX XIII 3 3 4 5 5 7 7 9 9 11 12 13 14 17 18 19 19 21 23 24 26 26 28 33
36 37 VI CONTENTS TOOL 3. MATCHING TEACHERS AND STUDENTS: DISRUPTING
AUTOMATIE PRACTIEES 41 TOOL 4. CRITIEAL LITERACY EMPHASIS: CONSIDERING
TEXTUAL AND SOCIAL ANALYSIS 41 5. RETHINKING POWER: LEARNERS AS TEACHERS
AND TEACHERS AS LEARNERS 46 KIMBERLY PRETTYMAN THE LAB EXPERIENCE 46
TRANSFER TO THE CLASSROOM 47 WRITING 48 CRITIEAL LITERACY 48 TRANSFER OF
POWER 50 FAMILY CONNECTION 51 CONFIDENCE AND PROFESSIONAL DEVELOPMENT 52
6. TEACHERS TEACHING: LANGUAGE AND POWER 54 KAREN M. AMUNDSEN POWER AND
LANGUAGE 54 LANGUAGE WITH PARENTS 56 TRANSFERRING THE TOOLS 57 THE POWER
OF DEBRIEFING 59 TALKING WITH COLLEAGUES 60 7. ASSESSING AND
REPRESENTING LEARNING 61 TOOL 5. ROAMING IN THE KNOWN: FOLLOWING THE
LEARNER'S LEAD 62 TOOL 6. DOCUMENTING LEARNING: OBSERVING LEARNING 64
TOOL 7. WRITING REPORTS AND UPDATES: INFORMING STAKEHOLDERS 66 8. BEYOND
PRINT: ROAMING IN THE KNOWN 70 LISA STROLIN-SMITH HELLO TEKWAN! 70
ROAMING IN THE KNOWN 72 INTEGRATING FAMILY STORIES IN THE LITERACY
CURRICULUM 73 REFLECTIONS 76 9. TEACHING CHILDREN TO BE LITERATE, NOT
TEACHING LITERACY 78 CHERI COLLISSON LESSONS LEARNED 79 COLLABORATING AS
A READING SPECIALIST 81 THE STRUCTURE OF MY READING PROGRAM 82
HOME/SCHOOL CONNECTIONS 83 FUTURE GOALS 84 10. BUILDING LEARNING
COMMUNITIES 86 TOOL 8. INSTRUCTIONAL CONVERSATIONS: DEVELOPING A
COMMUNITY OF LEARNERS 86 CONTENTS TOOL 9. RESPONDING TO BOOKS AND
ARTICLES: CONNECTING THEORY AND PRACTICE TOOL 10. CELEBRATING LEARNING:
CONNECTING TEACHERS, STUDENTS, AND FAMILIES TOOL 11. REFLECTIVE ESSAY:
SYNTHESIZING LEARNING VII 90 95 97 11. LEARNING IS CONTINUOUS 100
]ENNIFER GRAND STEIL THE LAB EXPERIENCE 100 TRANSFERRING LEARNING BEYOND
THE LAB 106 MY SELF-EXTENDING SYSTEM 110 12. FOLLOWING THE LEAD:
CONNECTING WITH FAMILIES THROUGH JOURNALS 112 SUSAN GARNETT CONNECTING
WITH FAMILIES-A STARTING POINT 112 EXTENDING THE JOURNALS FROM THE
LITERACY LAB TO THE CLASSROOM 115 THE SECOND YEAR-JOURNALS ACROSS GRADE
LEVELS 117 THE THIRD YEAR-COMPLICATING THE CONVERSATION 118 CONTINUING
THE CONVERSATION 119 13. DEVELOPING REFLECTIVE TEACHING 120 TOOL 12.
DOCUMENTING TEACHING: LEARNING TO NOTICE AND NAME 120 TOOL 13.
REFLECTIVE JOURNALS: WRITING TO UNDERSTAND TEACHING 129 TOOL 14.
OBSERVATION CONFERENCES: EXTENDING PRACTICE 131 TOOL 15. VIDEOTAPED
LESSONS: CONFERRING WITH COLLEAGUES 132 TOOL 16. ANALYZING TRANSCRIPTS:RETHINKING THE LANGUAGE OF INTERACTIONS 136 LAYERS OF REFLECTIVE
PRACTICE 137 14. "YOU BROUGHT EASY BOOKS TO READ TODAY. HALLELUJAH!
PRAISE THE LORD!" 139 VANESSA LA RAE MEETING LASHANDRA 139 STUDENT
PARTICIPATION IN THE BOOK SELECTION PROCESS 140 EASY BOOKS AND LEVELING
TEXTS 142 READING PREFERENCES AND GENRES 143 REPRESENTING WHO WE ARE 146
A FEW FINAL WORDS 149 PART 11I: TEACHER CHANGE AND PROGRAM CHANGE 15.
DIMENSIONS AND MARKERS OF TEACHER CHANGE EVIDENCE FOR CHANGE THOUGHTFUL
CONVERSATIONS AND ACTIVE LISTENING FOLLOWING THE STUDENT'S LEAD
IMAGINING THE STUDENT'S LOGIC 153 154 154 158 160 VIII USING LANGUAGE AS
A TOOL FOR BUILDING AGENCY EVIDENCE OF DEEPER CHANGE 16. EVOLUTION AND
DIRECTION: SURPRISES, DILEMMAS, AND UNANSWERED QUESTIONS GENERALIZABLE
TOOLS FOR TRANSFORMATION A CONSTANTLY EVOLVING PROGRAM FINDING EACH
TEACHER'S ZPD CRITICAL LITERACY/CRITICAL TEACHING GROUP VERSUS
INDIVIDUAL INSTRUCTION INSTITUTIONAL NUDGES MULTIMODAL LITERACIES
COMMUNITY INVOLVEMENT LEADERSHIP CONCLUSION CONTENTS 161 163 165 165 166
167 168 169 170 170 171 171 172 AFTERWORD: TWO PERSPECTIVES 175 "IT'S A
WIN-WIN"-ROBERT WHITE, PRINCIPAL 175 "GRANDMA, YOU GOT TIME? PAPA, YOU
GOT TIME? I WANT TO READ TO YOU"-RETHA BROWN, GRANDMOTHER 176 APPENDIX:
EVOLUTIONARY CONTEXT 179 CURRICULAR CONTEXT 179 STRUCTURE OF THE COURSE
180 TEACHERS 180 STUDENTS 181 OURSELVES 181 RELATIONSHIPS, FEEDBACK, AND
GRADES 181 INSTITUTIONAL ORGANIZATION AND COOPERATION 183 REFERENCES 185
CHILDREN'S LITERATURE CITED IN THE TEXT 195 ABOUT THE AUTHORS AND
CONTRIBUTORS 197 INDEX 201 |
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| illustrated | Not Illustrated |
| index_date | 2024-07-02T14:04:31Z |
| indexdate | 2024-07-09T20:36:06Z |
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| isbn | 0807746460 0807746452 9780807746462 9780807746455 |
| language | English |
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| physical | XIV, 210 S. |
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| publisher | Teachers College Press |
| record_format | marc |
| series2 | Language and literacy series |
| spelling | Dozier, Cheryl Verfasser aut Critical literacy, critical teaching tools for preparing responsive teachers Cheryl Dozier, Peter Johnston, Rebecca Rogers ; foreword by JoBeth Allen New York Teachers College Press 2005 XIV, 210 S. txt rdacontent n rdamedia nc rdacarrier Language and literacy series Includes bibliographical references and index Reading teachers Training of Reflective teaching Critical pedagogy Unterricht (DE-588)4062005-0 gnd rswk-swf Kritische Pädagogik (DE-588)4137945-7 gnd rswk-swf Kritische Pädagogik (DE-588)4137945-7 s Unterricht (DE-588)4062005-0 s DE-604 Johnston, Peter H. Verfasser aut Rogers, Rebecca Verfasser aut V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014662675&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Dozier, Cheryl Johnston, Peter H. Rogers, Rebecca Critical literacy, critical teaching tools for preparing responsive teachers Reading teachers Training of Reflective teaching Critical pedagogy Unterricht (DE-588)4062005-0 gnd Kritische Pädagogik (DE-588)4137945-7 gnd |
| subject_GND | (DE-588)4062005-0 (DE-588)4137945-7 |
| title | Critical literacy, critical teaching tools for preparing responsive teachers |
| title_auth | Critical literacy, critical teaching tools for preparing responsive teachers |
| title_exact_search | Critical literacy, critical teaching tools for preparing responsive teachers |
| title_exact_search_txtP | Critical literacy, critical teaching tools for preparing responsive teachers |
| title_full | Critical literacy, critical teaching tools for preparing responsive teachers Cheryl Dozier, Peter Johnston, Rebecca Rogers ; foreword by JoBeth Allen |
| title_fullStr | Critical literacy, critical teaching tools for preparing responsive teachers Cheryl Dozier, Peter Johnston, Rebecca Rogers ; foreword by JoBeth Allen |
| title_full_unstemmed | Critical literacy, critical teaching tools for preparing responsive teachers Cheryl Dozier, Peter Johnston, Rebecca Rogers ; foreword by JoBeth Allen |
| title_short | Critical literacy, critical teaching |
| title_sort | critical literacy critical teaching tools for preparing responsive teachers |
| title_sub | tools for preparing responsive teachers |
| topic | Reading teachers Training of Reflective teaching Critical pedagogy Unterricht (DE-588)4062005-0 gnd Kritische Pädagogik (DE-588)4137945-7 gnd |
| topic_facet | Reading teachers Training of Reflective teaching Critical pedagogy Unterricht Kritische Pädagogik |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014662675&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT doziercheryl criticalliteracycriticalteachingtoolsforpreparingresponsiveteachers AT johnstonpeterh criticalliteracycriticalteachingtoolsforpreparingresponsiveteachers AT rogersrebecca criticalliteracycriticalteachingtoolsforpreparingresponsiveteachers |