Publisher: Guilford Publications
Number of pages: 226
Weight: 318 g
Dimensions: 229 x 152 mm
"What do secondary school English teachers need to know in order to teach effectively? With so much contradictory information and advice available, a beginning (or veteran) teacher can be pulled in many directions simultaneously. This volume provides a coherent knowledge base for the teaching of English, one grounded in assumptions of constructivist learning, inductive in conception, based in activity, collaborative in design, and driven by student inquiry. This book should have tremendous value for any English teacher looking for both a theoretical framework to motivate instruction and practical ideas through which to realize it with kids."--Peter Smagorinsky, PhD, Department of Language and Literacy Education, University of Georgia
"Pedagogical content knowledge, or knowing how to teach students to read, compose, problem-solve, and learn like experts, is unquestionably the centerpiece of expert teaching. McCann and Knapp have achieved something monumental and unprecedented by describing what this kind of knowledge might look like in each of the language arts. This book will surely be a touchstone of conversation and an informing guide for teachers, staff developers, and teacher educators for years to come."--Jeffrey D. Wilhelm, PhD, Distinguished Professor of English Education, Boise State University
"Teaching on Solid Ground provides great swaths of history, perspective, and good ideas for high school and middle school English teachers, from two veterans with many decades of experience between them. The book focuses on what teachers should know about literature, writing, oral discourse, and language. It identifies key goals and offers lesson-planning suggestions and fascinating case studies that are attuned to the contemporary English classroom."--Ken Lindblom, PhD, Department of English, Stony Brook University
"An audacious project. McCann and Knapp take on the huge question of what teachers of English language arts need to know in order to be effective practitioners. I don't agree with everything the authors have written, but that's not the point--indeed, they don't always agree with each other! The book made me think hard about what knowledge matters most. It is sure to provoke important professional conversations among both inservice and preservice teachers about what stands at the heart of their important work."--Michael W. Smith, PhD, Associate Dean for Graduate Programs and Faculty Affairs, College of Education, Temple University
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