Practical, engaging, and informed by current ideas on teacher research, this text outlines and illustrates strategies and experiences to foster literacy teachers’ abilities to conduct action research in their classrooms or schools.

Designed to facilitate teachers’ efforts to meet the actual challenges and dilemmas they face in their classrooms, Becoming a Teacher Researcher in Literacy Teaching and Learning: provides background information and key concepts in teacher research covers the "how-to" strategies of the teacher research process from the initial proposal to writing up the report as publishable or presentable work illustrates a range of literacy topics and grade levels features twelve reports by teacher researchers who have gone through the process, and their candid remarks about how activities helped (or not) helps teachers understand how knowledge is constructed socially in their classrooms so that they can create instructional communities that promote all students’ learning. Addressing the importance of teacher research for better instruction, reform, and political action, this text emphasizes strategies teachers can use to support and strengthen their voices as they dialogue with others in the educational community, so that their ideas and perspectives may have an impact on educational practice both locally in their schools and districts and more broadly.

A bold, brain-based teaching approach to culturally responsive instruction To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implementation—until now. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction. The book includes: Information on how one’s culture programs the brain to process data and affects learning relationships Ten “key moves” to build students’ learner operating systems and prepare them to become independent learners Prompts for action and valuable self-reflection

Few resources exist to give literacy teacher educators a comprehensive view of effective, innovative practices in their field, making this uniquely practical volume an important addition to the literature. Each chapter describes research findings and pedagogical methods, with an emphasis on what teachers really need to know to succeed. Woven into the text are more than 30 detailed activities and assignments to support teacher development, written by outstanding teacher educators. Links to professional teaching standards and the Common Core State Standards are highlighted throughout. Supplemental materials, including forms, checklists, and handouts, can be downloaded and printed in a convenient 8 1/2" x 11" size.

This book explores what it means to be a 21st century literacy educator, promoting a reflective and inquiry-based approach.

This book lays out a new vision for the teaching of English, building on themes central to Wilhelm's influential "You Gotta BE The Book." With portraits of teachers and students, as well as practical strategies and advice, they provide a roadmap to educational transformation far beyond the field of English. --from publisher description

Describes why secondary students don't read, and offers teachers practical advice and strategies for developing depth, stamina, and passion in adolescent readers.

Accessible and inviting, this book showcases how teachers and literacy coaches can use research as a tool to teach literacy effectively and with intention. Sailors and Hoffman invite literacy specialists and practicing and preservice teachers into a conversation about how they can use research as means for professional learning, mentorship, and empowerment. Chapters feature a wealth of tools, examples, and strategies that make key concepts in literacy research refreshing and practical. This book invites the reader to pause and reflect on the practical knowledge through special features in the book and available online as eResources, including: "Points to Consider" boxes to encourage reflection and deeper thinking "Pause and Reflect" boxes to give the reader space to apply concepts to their own work as practice-based researchers eResources with recommended readings and "Meet the Teacher" exemplars of teachers’ stories to provoke further reflection, available on the book’s webpage: www.routledge.com/9780367177607 Perfect for literacy specialists, coaches and consultants in literacy, ELA/literacy teachers, as well as preservice teachers, this book is a comprehensive and engaging guide to using research as a means to transform classrooms.

How can teacher educators engage pre-service and in-service teachers in learning about and framing their teaching from a critical literacy perspective? What does this mean? Why is it important? To address these questions, this book offers a theoretical framework and detailed examples, pedagogical resources, and insights into ways to build critical literacies with teachers in and out of school. Its unique contribution is to bridge critical literacy theory and teacher education. Participants in teacher education programs and professional development settings are often reminded of the need to build curriculum using children’s inquiry questions, passions and interests but generally this message is delivered only through telling (lectures) or showing (examples from other people’s classrooms). This book advances critical literary by explaining and illustrating how teacher educators can do much more—by creating opportunities for pre-service and in-service teachers to "live critical literacies" through experiencing firsthand what it is like to be a learner where the curriculum is built around teachers’ own inquiry questions, passions, and interests.

New edition of a textbook intent on creating the kind of teachers that students remember for the rest of their lives. Covers early reading and writing development, building vocabulary and comprehension connections, using literature and reader response, and understanding language and cultural diversi