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Presents contributions from renowned teachers, educators, and activists. Each provides a personal tribute to Nel Noddings, highlighting stories of her lived experience and drawing on her writing and teaching. This unique volume includes an interview with Noddings by Lynda Stone that provides historical context for Noddings' work and that imagines possible future spaces for her legacy.

New teachers need support from their peers and mentors to locate resources, information, new ideas, emotional support, and inspiration. This timely book explains the research and theory behind social networks (face-to-face and online), describes what effective social networking for educators looks like, reveals common obstacles that new teachers face in establishing support networks, and offers valuable practical advice. The author follows the stories of four first-year teachers, illustrating the significant impact that social support networks can have on teachers' lives and challenging common misconceptions of professional support. This book offers action guides to help teachers become ''intentional networkers,'' including a companion website with tools for networking and collaboration. This is a must-have resource for pre- and in-service teachers.

Research has found that effective administrative practices are crucial for ensuring beneficial program outcomes for children and families. The Program Administration Scale (PAS) is designed to reliably measure and improve the leadership and management practices of center-based programs-the only instrument of its kind to focus exclusively on organization-wide administrative issues.

This book takes a penetrating look at the challenges of delivering quality education to the approximately 39 million out-of-school children around the world who live in situations affected by violent conflict.

Identifying three primary reasons for the stubborn failure of most school reform efforts: a fragmentation of approaches; a misalignment of approaches and goals; and a failure to match solutions to problems, the author argues that most performance and achievement problems are rooted in knowledge gaps, motivation gaps, and institutional gaps.

Highlights the critical importance of integrating content and mechanics for successful and engaged writing at the K-4 level. Featuring the teaching philosophies and strategies of seven exemplary teachers, and a discussion of relevant research and theory, Meier provides a fresh, practical, and much-needed perspective on making writing meaningful and effective in the current standards-based era.

Lays out an inspiring new vision for the teaching of English, building on themes central to Wilhelm's influential `You Gotta BE The Book'. This new work challenges business as usual in the language arts and calls for a revolution in our understanding of the aims and methods of the English classroom, showing what English can do for democratic life, inside and outside of classrooms.

Focusing exclusively on Response to Intervention (RTI) for literacy at the secondary level, this accessible guide defines RTI and explains why and how it is considered a viable intervention model for adolescent readers. The author analyses the authentic structural, political, cultural, and teacher and student identity issues unique to secondary schools.

Presents a new kind of interdisciplinary pedagogy that brings together antipoverty grassroots activism and relevant social theories about poverty. This unique book combines the oral history of a renowned anti-poverty organiser with accessible introductions to relevant social theories, case studies, in-class student debates, and pedagogical reflections.

Addresses a major instructional and policy concern in public education - how personnel and resources can best be utilised to develop strong instructional programs for a culturally and linguistically diverse (CLD) student population. This updated second edition incorporates the experience that the authors have gained since the publication of the first edition in 1997.

This book examines both the promises and complexities of racially and culturally diversifying todays teaching profession. Drawing from a 5-year study of the lives of 21 new teachers of color working in urban, hard-to-staff schools, this book documents the tensions these teachers experience between serving as role models and fulfilling district and state mandates.

This book provides a framework for academic vocabulary and language instruction in todays diverse classrooms. The authors present a set of strategies and tools that work effectively across all content to support enhanced comprehension and academic success. The strategies have evolved from over a decade of research and classroom observation to provide teachers with multiple avenues for making content accessible and relevant for all students, especially those who are culturally and linguistically diverse.

"Based on the ninth volume in the National Conference on Research in Language and Literacy."

Based on the author's experiences with incarcerated girls participating in `Girl Time', a programme created by a theatre company that conducts playwriting and performance workshops in youth detention centres.

Urban Literacies showcases cutting-edge perspectives on urban education and language and literacy by respected junior and senior scholars, researchers, and teacher educators. The authors explore--through various theoretical orientations and diverse methodologies--meanings of urban education in the lives of students and their families across three intersecting areas of research: 1) family and community literacies, 2) teaching and teacher education, and 3) popular culture, digital media, and forms of multimodality. This important volume: Extends the focus on "literacy" to include multiple settings and forms, as well as multiple voices and perspectives. Serves as a model of critical research and an extension of mentoring relationships and collaborative engagements. Includes a "Critical Perspective" section at the end of each chapter in which authors discuss implications, practices, strategies, and recommendations for improving literacy instruction.

This collection examines the personal narratives of a select group of educators who attained biliteracy at a young age, and in the era before bilingual education. Their autobiographical accounts celebrate and make visible a linguistic potential that has been largely ignored in schools and underscores the emotional ties that Latinos have to Spanish.--[book cover]