Download or read book Inspiring Dialogue Talking to Learn in the English Classroom written by Mary M. Juzwik and published by Teachers College Press. This book was released on 2013-10-18 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: Providing a thorough discussion of the benefits of dialogic curriculum in meeting the objectives of the Common Core State Standards, this book with its companion website is an ideal resource for teacher development. Chapter by chapter, the book follows novice teachers as they build a repertoire of practices for planning, carrying out, and assessing their efforts at dialogic teaching across the secondary English curriculum. The text also includes a section to support dialogic teacher learning communtiies through video study and discourse analysis. Book features include: dialogic tools for step-by-step planning within a lesson, over the course of a unit, or during an entire academic year; a user-friendly layout designed for new teachers who are pressed for time; classroom examples addressing the challenges English teachers may face in stimulating rich learning talk in an era of standardization; and a companion website with additional examples, activities, and course material.

Download or read book Inspiring Dialogue written by Mary M. Juzwik and published by Teachers College Press. This book was released on 2015-04-26 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: Inspiring Dialogue helps new English teachers make dialogic teaching practices a central part of their development as teachers, while also supporting veteran teachers who would like new ideas for inspiring talk in their classrooms. Chapter by chapter, the book follows novice teachers as they build a repertoire of practices for planning for, carrying out, and assessing their efforts at dialogic teaching across the secondary English curriculum. The text also includes a section to support dialogic teacher learning communities through video study and discourse analysis. Providing a thorough discussion of the benefits of dialogic curriculum in meeting the objectives of the Common Core State Standards, this book with its companion website is an ideal resource for teacher development. Book Features: Dialogic tools for step-by-step planning within a lesson, over the course of a unit, or during an entire academic year.A user-friendly, interactive layout designed for new teachers who are pressed for time.Classroom examples addressing the challenges English teachers may face in stimulating rich learning talk in an era of standardization. A companion website with additional examples, activities, and course material. “Real talk. Real classrooms. Real students. The authors of Inspiring Dialogue have given teacher education programs a tool for introducing dialogic teaching in culturally and linguistically diverse classrooms while meeting Common Core State Standards objectives.” —Maisha T. Winn, Susan J. Cellmer Chair in English Education, University of Wisconsin–Madison, author of Girl Time: Literacy, Justice and the School-to-Prison Pipeline “Inspiring Dialogue covers a comprehensive and practical set of tools and strategies for implementing dialogic instruction. . . . It is a program that has been fully tested at Michigan State University in one of the most thorough and carefully crafted teacher education programs nationally.” —From the Foreword by Martin Nystrand, professor emeritus, University of Wisconsin–Madison “One of the most exciting aspects of English language arts is the discussion that can occur in the classroom. For many teachers, however, it is often a struggle to structure and implement real dialogue. Inspiring Dialogue provides specific guidance to encourage authentic conversations between teachers and students with practical advice for implementation.” —Leila Christenbury Chair, Department of Teaching and Learning, Commonwealth Professor, English Education, School of Education, Virginia Commonwealth University Mary M. Juzwik is associate professor of language and literacy in the Department of Teacher Education at Michigan State University (MSU), and co-editor of the journal Research in the Teaching of English. Carlin Borsheim-Black is assistant professor of English language and literature at Central Michigan University (CMU). Samantha Caughlan is an assistant professor of English education in the Department of Teacher Education at MSU. Anne Heintz is an adjunct professor in the Master of Arts in Educational Technology program at MSU.

Download or read book Transforming Talk into Text written by Thomas M. McCann and published by Teachers College Press. This book was released on 2014-08-08 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author Thomas McCann invites readers to rethink their approach to teaching writing by capitalizing on students' instinctive desire to talk. Drawing on extensive classroom research, he shows teachers how to craft class discussions that build students' skills of analysis, problem-solving, and argumentation as a means of improving student writing. McCann demonstrates how authentic discussions immerse learners in practices that become important when they write. Chapters feature portraits of teachers at work, including transcripts that reveal patterns of talk across a set of lessons. Interviews with the teachers and samples of student writing afford readers a deeper understanding of process. Students also report on how classroom discussions supported their effort to produce persuasive, argument-driven essays.

Download or read book Teaching to Exceed in the English Language Arts written by Richard Beach and published by Taylor & Francis. This book was released on 2022-07-21 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt: Timely, thoughtful, and comprehensive, this text directly supports pre-service and in-service teachers in developing curriculum and instruction that both addresses and exceeds the requirements of English language arts standards. It demonstrates how the Common Core State Standards as well as other local and national standards’ highest and best intentions for student success can be implemented from a critical, culturally relevant perspective firmly grounded in current literacy learning theory and research. The third edition frames ELA instruction around adopting a justice, inquiry, and action approach that supports students in their schools and community contexts. Offering new ways to respond to current issues and events, the text provides specific examples of teachers employing the justice, inquiry, and action curriculum framework to promote critical engagement and learning. Chapters cover common problems and challenges, alternative models, and theories of language arts teaching. The framework, knowledge, and guidance in this book shows how ELA standards can not only be addressed but also surpassed through engaging instruction to foster truly diverse and inclusive classrooms. The third edition provides new material on: adopting a justice, inquiry, and action approach to enhance student engagement and critical thinking planning instruction to effectively implement standards in the classroom teaching literary and informational texts, with a focus on authors of color integrating drama activities into literature teaching informational, explanatory, argumentative, and narrative writing supporting bilingual/ELL students using digital tools and apps to respond to and create digital texts addressing how larger contextual and political factors shape instruction fostering preservice teacher development

Download or read book Reading Writing and Talk written by Mariana Souto-Manning and published by Teachers College Press. This book was released on 2016-05-14 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book invites readers to consider ways in which their language and literacy teaching practices can better value and build upon the brilliance of every child. In doing so, it highlights the ways in which teachers and students build on diversities as strengths to create more inclusive and responsive classrooms. After inviting readers to consider and better understand the diverse language and literacy practices of diverse chidlren, it offers invitations for teachers to make these practices foundational in their own classrooms and to consider meaningful possibilities for learning authentically with young children in primary grades. It features chapters that focus on oral language, reading, and writing development, all while recognizing that these are not separate. In each of these chapters, readers are invited to consider diverse possibilities, perspectives, and points of view in practice within primary grades classrooms. Throughout, it offers ways to foster classroom learning communities where racially, culturally, and linguistically diverse chidlren are supported and valued.

Download or read book Teaching to Exceed the English Language Arts Common Core State Standards written by Richard Beach and published by Routledge. This book was released on 2015-12-07 with total page 350 pages. Available in PDF, EPUB and Kindle. Book excerpt: Timely, thoughtful, and comprehensive, this text directly supports pre-service and in-service teachers in developing curriculum and instruction that both addresses and exceeds the requirements of the Common Core State Standards. Adopting a critical inquiry approach, it demonstrates how the Standards’ highest and best intentions for student success can be implemented from a critical, culturally relevant perspective firmly grounded in current literacy learning theory and research. It provides specific examples of teachers using the critical inquiry curriculum framework of identifying problems and issues, adopting alternative perspectives, and entertaining change in their classrooms to illustrate how the Standards can not only be addressed but also surpassed through engaging instruction. The Second Edition provides new material on adopting a critical inquiry approach to enhance student engagement and critical thinking planning instruction to effectively implement the CCSS in the classroom fostering critical response to literary and informational texts using YA literature and literature by authors of color integrating drama activities into literature and speaking/listening instruction teaching informational, explanatory, argumentative, and narrative writing working with ELL students to address the language Standards using digital tools and apps to respond to and create digital texts employing formative assessment to provide supportive feedback preparing students for the PARCC and Smarter Balanced assessments using the book’s wiki site http://englishccss.pbworks.com for further resources

Download or read book The Routledge International Handbook of Research on Dialogic Education written by Neil Mercer and published by Routledge. This book was released on 2019-09-26 with total page 690 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Routledge International Handbook of Research on Dialogic Education provides a comprehensive overview of the main ideas and themes that make up the exciting and diverse field of Dialogic Education. With contributions from the world’s leading researchers, it describes underpinning theoretical approaches, debates, methodologies, evidence of impact, how Dialogic Education relates to different areas of the curriculum and ways in which work in this field responds to the profound educational challenges of our time. The handbook is divided into seven sections, covering: The theory of Dialogic Education Classroom dialogue Dialogue, teachers and professional development Dialogic Education for literacy and language Dialogic Education and digital technology Dialogic Education in science and mathematics Dialogic Education for transformative purposes Expertly written and researched, the handbook marks the coming of age of Dialogic Education as an important and distinctive area of applied educational research. Featuring chapters from authors working in different educational contexts around the world, the handbook is of international relevance and provides an invaluable resource for researchers and students concerned with the study of educational dialogue and allied areas of socio-cultural research. It will interest students on PhD programmes in Education Faculties, Master's level courses in Education and postgraduate teacher-training courses. The accounts of results achieved by high-impact research projects around the world will also be very valuable for policy makers and practitioners.

Download or read book English Language Arts Research and Teaching written by Russel K. Durst and published by Routledge. This book was released on 2017-04-21 with total page 409 pages. Available in PDF, EPUB and Kindle. Book excerpt: Taking as a starting point the most enduring insights to emerge from acclaimed researcher Arthur Applebee’s scholarship, this volume brings together leading experts to fully examine his work for its explanatory power and its potential to shape current and future research agendas. Focused on the ways in which students learn, schools teach, and assessors evaluate the forms and uses of language needed to flourish and grow, Applebee’s work reconceptualized how educators view language development and use in relation to schooling. Organized around three themes—Considering Curriculum as Conversation; Writing as a Tool for Learning; Talking it Out: Class Discussion and Literary Understanding—the 14 fascinating chapters in this book extend and challenge Applebee’s insights.

Download or read book Virtual and Augmented Reality in English Language Arts Education written by Clarice M. Moran and published by Rowman & Littlefield. This book was released on 2021-03-04 with total page 281 pages. Available in PDF, EPUB and Kindle. Book excerpt: New times. Expanded worlds. Emerging possibilities. In Using Virtual Reality in English Language Arts Education, authors from multiple institutions across the United States and abroad share practical insights for teaching English language arts with virtual and augmented realities. These chapters draw on multiple theories and ideas to share perspectives from practicing and prospective teachers, as well as young learners themselves, about how to use applications and tools to transform teaching and learning. Collectively, this book advances innovation for using virtual and augmented realities as educational, inclusive spaces for teaching English language arts and literacy subject matter while supporting learners in developing the mindset for creativity, innovation, and even emotional empathy.

Download or read book Enhancing Classroom Dialogue Productiveness written by Yu Song and published by Taylor & Francis. This book was released on 2024-11-08 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book demonstrates how artificial intelligence (AI) can be used to uncover the patterns of classroom dialogue and increase the productiveness of dialogue. In this book, the author uses a range of data mining techniques to explore the productive features and sequential patterns of classroom dialogue. She analyses how the Large Language Model (LLM) as an AI technique can be adapted to enhance dialogue contributions. The book also includes valuable feedback and practical cases from teachers and their dialogue transcripts, facilitating an understanding of AI use and pedagogical development. This book makes original contributions to the field of classroom dialogue and technology, and it will encourage scholars making similar attempts at technological infusion for pedagogical improvement.

Download or read book Connecting Theory and Practice in Middle School Literacy written by Jason DeHart and published by Routledge. This book was released on 2021-12-27 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: Bringing together the voices of researchers and teachers, this volume addresses how teachers connect theory to practice in the middle school English Language Arts education setting and explores how to teach and engage with young adults in a way that treats them as ethical and thoughtful citizens. The book bridges the gap between educational theory and real-world implementation and covers a range of timely topics in middle level education through a focus on text choice, identity, and practice. Contributors acknowledge and balance the challenges associated with the reality of teaching, including time constraints, sudden shifts, and fast-paced work, with real-world guidance on key topics, such as supporting multilingual students, queering middle grade pedagogies, teaching diverse texts, examining racial bias in the classroom, and critical digital literacy. Ideal for courses on middle level education and literacy education, this book encourages and equips pre-service teachers to engage in meaningful conversations with their students that foster reflection and transformative learning.

Download or read book Teaching Literature to Adolescents written by Richard Beach and published by Routledge. This book was released on 2016-03-10 with total page 370 pages. Available in PDF, EPUB and Kindle. Book excerpt: This popular textbook introduces prospective and practicing English teachers to current methods of teaching literature in middle and high school classrooms. It underscores the value of providing students with a range of different critical approaches and tools for interpreting texts and the need to organize literature instruction around topics and issues of interest to them. Throughout the textbook, readers are encouraged to raise and explore inquiry-based questions in response to authentic dilemmas and issues they face in the critical literature classroom. New in this edition, the text shows how these approaches to fostering responses to literature also work as rich tools to address the Common Core English Language Arts Standards. Each chapter is organized around specific questions that English educators often hear in working with pre-service teachers. Suggested pedagogical methods are modelled by inviting readers to interact with the book through critical-inquiry methods for responding to texts. Readers are engaged in considering authentic dilemmas and issues facing literature teachers through inquiry-based responses to authentic case narratives. A Companion Website [http://teachingliterature.pbworks.com] provides resources and enrichment activities, inviting teachers to consider important issues in the context of their current or future classrooms.

Download or read book Artificial Intelligence in Education written by Cristina Conati and published by Springer. This book was released on 2015-06-16 with total page 955 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book constitutes the refereed proceedings of the 17th International Conference on Artificial Intelligence in Education, AIED 2015, held in Madrid, Spain, in June 2015. The 50 revised full papers presented together with 3 keynotes, 79 poster presentations, 13 doctoral consortium papers, 16 workshop abstracts, and 8 interactive event papers were carefully reviewed and selected from numerous submissions. The conference provides opportunities for the cross-fertilization of approaches, techniques and ideas from the many fields that comprise AIED, including computer science, cognitive and learning sciences, education, game design, psychology, sociology, linguistics, as well as many domain-specific areas.

Download or read book The Vocabulary Book written by Michael F. Graves and published by Teachers College Press. This book was released on 2016 with total page 230 pages. Available in PDF, EPUB and Kindle. Book excerpt: This extensively revised and expanded edition of the bestselling text and teaching resource incorporates the newest research in vocabulary learning and instruction into a complete and balanced program for all K–12 students, from those who struggle in school to those who excel. Literacy expert Michael Graves presents a four-pronged vocabulary program that he has developed and honed for over 30 years. The program has the following four components: Frequent, Varied, and Extensive Language Experiences; Teaching Individual Words; Teaching Word Learning Strategies; and Fostering Word Consciousness. The text includes theory, research-based strategies, vocabulary interventions, classroom examples, advice for working with English learners, discussion of next-generation standards, and more. The Vocabulary Book, Second Edition will appeal to reading and subject-area teachers, teacher educators, and school, district, and state leaders. New for the Second Edition: Instructional approaches developed and classroom-tested since the release of the first edition. A chapter specifically on teaching vocabulary to English learners. A chapter specifically on selecting vocabulary words to teach. Curricular and instructional elements designed to meet and exceed Common Core State Standards. An emphasis on vocabulary as a vital resource for all students in our increasingly diverse society. “If you believe vocabulary instruction is vital to reading, writing, and thinking, then Michael Graves’ Second Edition of The Vocabulary Book will give you the tools for powerful instruction, as many teachers discovered with the First Edition. This book will shift your perspective and you will reap the benefits of placing vocabulary at the center of your instruction.” —Peter Dewitz, district level reading consultant, Mary Baldwin College “Now that ‘vocabulary’ is included on the Nation’s Report Card, teachers will want to know how to help students increase their word power. Graves’s advice will be invaluable in what to do—and what not to do.” —Robert Calfee, professor emeritus, Stanford University “This book is an excellent resource for practitioners interested in developing a comprehensive program for building vocabulary in children. It is also of great value for researchers who wish to design and test vocabulary interventions.” —Diane August, senior research scientist, Center for Applied Linguistics

Download or read book Go Be a Writer written by Candace R. Kuby and published by Teachers College Press. This book was released on 2016-04-15 with total page 257 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides an introduction to poststructural and posthumanist theories in order to imagine new possibilities for expanding literacy education. The authors put to work these theories in the context of an elementary school classroom, examining literacy-based activities that occur as students participate with materials in a multimedia writers' studio. Focusing on literacy processes, the book emphasizes the fluid and sometimes unintentional ways multimodal artifacts come into being through intra-actions with human and nonhuman materials. Because these theories emphasize the unplanned, nonlinear aspects of literacy, the authors demonstrate an approach to literacy that works against the grain of standardization and rigid curricular models. Go Be a Writer! reveals that when educators appreciate the value of unscripted intra-actions they allow for more authentic learning.

Download or read book Critical Encounters in Secondary English written by Deborah Appleman and published by Teachers College Press. This book was released on 2015-04-28 with total page 273 pages. Available in PDF, EPUB and Kindle. Book excerpt: Because of the emphasis placed on nonfiction and informational texts by the Common Core State Standards, literature teachers all over the country are re-evaluating their curriculum and looking for thoughtful ways to incorporate nonfiction into their courses. They are also rethinking their pedagogy as they consider ways to approach texts that are outside the usual fare of secondary literature classrooms. The Third Edition of Critical Encounters in Secondary English provides an integrated approach to incorporating nonfiction and informational texts into the literature classroom. Grounded in solid theory with new field-tested classroom activities, this new edition shows teachers how to adapt practices that have always defined good pedagogy to the new generation of standards for literature instruction. New for the Third Edition: A new preface and new introduction that discusses the CCSS and their implications for literature instruction. Lists of nonfiction texts at the end of each chapter related to the critical lens described in that chapter. A new chapter on new historicism, a critical lens uniquely suited to interpreting nonfiction and informational sources. New classroom activities created and field-tested specifically for use with nonfiction texts. Additional activities that demonstrate how informational texts can be used in conjunction with traditional literary texts. “What a smart and useful book!” —Mike Rose, University of California, Los Angeles “[This book] has enriched my understanding both of teaching literature and of how I read. I know of no other book quite like it.” —Michael W. Smith, Temple University, College of Education “I have recommended Critical Encounters to every group of preservice and practicing teachers that I have taught or worked with and I will continue to do so.” —Ernest Morrell, director of the Institute for Urban and Minority Education (IUME), Teachers College, Columbia University

Download or read book Secondary English Teacher Education in the United States written by Donna L. Pasternak and published by Bloomsbury Publishing. This book was released on 2017-12-14 with total page 231 pages. Available in PDF, EPUB and Kindle. Book excerpt: Winner of the ELATE Richard A. Meade Award 2018 Identifying key areas of teacher education that cross countries and disciplines, this book provides the first extensive research-based insight into how secondary English teachers are prepared at institutions of higher education in the United States of America (US) since the last major study in 1995. In the two decades since then, English teacher education programs have developed in contextually dependent ways that often have been driven by institutional, economic, social and political considerations. The authors provide an overview of their nationwide study of English teacher educators, which was conducted over a four-year period. They analyze the context under which teacher educators currently prepare pre-service English teachers in the US and support teacher educators in other countries to make comparisons to their own unique historical and cultural settings. The authors also offer a comprehensive evaluation of the content, practices and skills being taught to future teachers of English in university-based teacher preparation programs in the US. The book draws on evidence from a nationwide questionnaire, case studies of teacher educators in their respective programs, course syllabi and focus group interviews to focus on areas of instruction that resonate with teacher educators in countries where English is the dominant language of communication. These areas include: - field experiences - standards and assessment - teaching literacy to integrate reading and writing - working with English language learners to address cultural and linguistic diversity - new technologies in English education