Reading and Teaching is designed to engage teachers in beginning to evolve their own practical theories, to help them explore and perhaps modify some basic beliefs and assumptions, and to become acquainted with other points of view. Readers are encouraged to interact with the text and to develop their own perspective on the teaching of reading. This is the fifth volume in Reflective Teaching and the Social Conditions of Schooling: A Series for Prospective and Practicing Teachers, edited by Daniel P. Liston and Kenneth M. Zeichner. It follows the same format as previous volumes in the series.
*Part I includes four real-life cases of teachers' experiences in the classroom: "Teaching Reading Via Direct Systematic Instruction"; "A New Teacher Learns About Teaching Reading and Culture"; "A Teacher-Constructed Whole Language Program"; and "Critical Literacy in an Urban Middle School." Each case is followed by space for readers to write their own reactions and reflections, educators' dialogue about the case, space for readers' reactions to the educators' dialogue, and a summary and additional questions.
*Part II presents three public arguments representing different views about the teaching of reading: direct instruction, whole language, and critical literacy.
*Part III offers the authors' own interpretations of the issues raised throughout the text and some suggestions for further reflection. A list of resources is provided.
This text is pertinent for all prospective and practicing teachers at any stage in their teaching careers. It can be used in any undergraduate or graduate course that addresses the teaching of reading.
Publisher: Taylor & Francis Ltd
Number of pages: 224
Weight: 572 g
Dimensions: 229 x 152 x 14 mm
"This book is a wonderful resource for teachers to read together and discuss....The real-life scenarios alongside thoughtful conversations are certain to inspire rich and productive thinking." Networks, An On-line Journal for Teacher Research, Winter 2007
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