This book describes and documents an exciting new approach to educating literacy teachers. The authors show how to help teachers develop their own critical literacy, while also preparing them to accelerate the literacy learning of struggling readers. The text takes readers inside a literacy lab in a high-poverty urban elementary school, reveals the instructional approach in action, and provides many excellent examples of critically responsive teaching. Featuring a synthesis of several fields of theory and research, the book: illustrates teacher preparation and development as personal and social transformation - demonstrating that this process requires changing the ways teachers think about students, language, culture, literacy, learning, and themselves as educators; provides pedagogical tools - including the history of the innovative literacy lab, the context of the instructional interactions, and the transition from a university-based to a school-based project; and combines critical and accelerative literacy instruction - showing how teachers can accelerate the slowest developing readers in their classrooms, and also build a sense of engagement for students with the social world.
This is Book 4 in the Language and Literacy Series Series. See all Language and Literacy Series books here.
See More Educational: English language: reading & writing skills
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Cheryl Dozier is an assistant professor at the University at Albany, State University of New York. Peter Johnston is a professor at the University at Albany - SUNY. Rebecca Rogers is an assistant professor at Washington University in St. Louis.
More about Cheryl DozierRebecca Rogers is Professor of Literacy Education and Discourse Studies at the University of Missouri-St. Louis, USA.
Melissa Mosley Wetzel is Associate Professor in the Department of Curriculum and Instruction, The University of Texas at Austin, USA.
