Bücher der Reihe Principles in Practice

In the dialogical classroom, students use writing to explore who they are becoming and how they relate to the larger culture around them. Dialogical writing combines academic and personal writing; allows writers to bring multiple voices to the work; Involves thought, reflection, and engagement across time and space; and creates opportunities for substantive and ongoing meaning making. How can we, as teachers, carve out space in our literacy classrooms for a more dialogical approach to writing? Focusing on adolescent learners, Bob Fecho argues that teachers need to develop writing experiences that are reflective across time in order to foster even deeper explorations of subject matter, and he creates an ongoing conversation between classroom practice, theory, and research to show how each informs the others. Drawing on NCTE Beliefs about the Teaching of Writing, this book illustrates the empowerment that can result from dialogical writing even as it examines the complications of implementing this approach in the classroom. ¿In this book, you will discover how to fashion a dialogical writing program that meets your and your students' needs. Fecho helps you get there by providing a window into the classrooms of middle and high school teachers who are engaged in a dialogue with their practices. You'll see how these teachers enact practice in different contexts, and you'll hear them explain the essentials of their teaching as they demonstrate how dialogical classrooms depend on context and are forever in a state of becoming. The dialogical classroom: often messy, complex, thoughtful, and inspired, but most of all, full of potential.

As teachers, we live in a world of standards. From local administration to national education policy, standards permeate every aspect of our teaching lives. In Adolescent Literacy at Risk? The Impact of Standards, Rebecca Sipe offers an in-depth look at the world of standards. Throughout the book, she raises questions that are significant to teachers and administrators who are concerned about the direction the standards movement has taken: What do we mean by standards? Why are there so many standards for literacy and where do they come from? How have standards come to be seen as a formula for curricula rather than a platform for collaboration and planning? In addition to her own stories, Sipe takes us into the world of classroom teachers. These stories demonstrate how innovative educators are able to remain true to best practices in adolescent literacy while working within a standards-based framework. Questioning the ways in which the standards movement has played out in classrooms, school districts, and states, Sipe issues a call for thinking about standards differently. She advocates for supporting and trusting teachers to find ways to make standards support the best of what we do. As part of the Principles in Practice imprint, Adolescent Literacy at Risk? situates itself in research-based understandings gleaned from Adolescent Literacy: An NCTE Policy Research Brief and shows how those understandings connect to the standards movement.

Through case studies of individual students and lively portraits of elementary classrooms, editor Diane Stephens and colleagues explore how artful preK-5 teachers come to know their students through assessment and use that knowledge to customize reading instruction. Throughout the book, the educators profiled-classroom teachers, reading specialists, and literacy coaches-work together to take personal and professional responsibility for knowing their students and ensuring that every child becomes a successful reader. The teachers detail the assessment tools they use, how they make sense of the data they collect, and how they use that information to inform instruction. Like the other books in the Literacy Assessment strand of NCTE's Principles in Practice imprint, Reading Assessment is based on the IRA-NCTE Standards for the Assessment of Reading and Writing, Revised Edition, which outlines the elements of high-quality literacy assessment. These educators show us how putting those standards in action creates the conditions under which readers thrive.

"In this age of 'accountability, ' teachers have been treated as targets of assessment rather than agents of it; assessment is something that is done to teachers, not something they do." And this state of affairs, argue Chris W. Gallagher and Eric D. Turley, must not continue if we want our students to develop the skills that will enable them to succeed in this brave new world of technological and global literacy. Teachers do have a role in writing assessment, the authors suggest, and we have much to gain if we move assessment to the center of our professional practice, especially if we approach writing assessment through an inquiry framework that allows us to collaborate with students, other teachers, and community members to build our own assessment literacy, expertise, and leadership. Based on the IRA-NCTE Standards for the Assessment of Reading and Writing, Revised Edition, this book brings us inside teachers' local contexts--classrooms, schools, and communities--to illustrate how teachers are taking the reins of writing assessment, guiding and improving the writing and literacy practices of their students while simultaneously reflecting on and revising their own instructional practices. As part of NCTE's Principles in Practice imprint, Our Better Judgment shows us what is possible when teachers practice leadership in writing assessment and challenges us to speak out about what our students really need.

Heather Lattimer draws on Literacies of Disciplines: An NCTE Policy Research Brief and stories from high school classrooms to illustrate how we can learn to recognize the unique languages and literacy structures represented by various disciplines and then help our students both navigate within individual disciplines and travel among them. Lattimer explores instructional practices grounded in real-world contexts that provide students with opportunities to approximate the kinds of reading, writing, listening, and speaking that occur in the world beyond school.

Sara Kajder examines ways in which teachers and students co-construct new literacies through Web 2.0 technology-infused instructional practices.This book isn't about technology. It's about the teaching practices that technology enables. Instead of focusing on where to point and click, this book addresses the ways in which teachers and students work together to navigate continuous change and what it means to read, write, view, listen, and communicate in the twenty-first century. Sara Kajder (a nationally recognized expert on technology and literacy) recognizes that students are reading and writing every day in their "real lives." Drawing on ideas found in Adolescent Literacy: An NCTE Policy Research Brief, Kajder offers solutions for connecting these activities with the literacy practices required by classroom curricula. Through extensive interviews and classroom experiences, Kajder offers examples of both students and teachers who have successfully integrated technology to enrich literacy learning. As part of the Principles in Practice imprint, Adolescents and Digital Literacies: Learning Alongside Our Students offers critical consideration of students' in-school and out-of-school digital literacy practices in a practical, friendly, and easily approachable manner.

This book offers specific ideas for how to teach writing in a culturally relevant way. Drawing on research-based understandings from NCTE Beliefs about the Teaching of Writing, Winn and Johnson demonstrate how these principles support an approach that can help all students succeed.How can we reach all of our students-especially those who have been ignored and underserved in America's classrooms? Maisha T. Winn and Latrise Johnson suggest that culturally relevant pedagogy can make a difference. Although it certainly includes inviting in the voices of those who are generally overlooked in the texts and curricula of US schools, culturally relevant teaching also means recognizing and celebrating those students who show up to our classrooms daily, welcoming their voices, demanding their reflection, and encouraging them toward self-discovery. Writing Instruction in the Culturally Relevant Classroom offers specific ideas for how to teach writing well and in a culturally relevant way. Drawing on research-based understandings from NCTE Beliefs about the Teaching of Writing, Winn and Johnson demonstrate how these principles support an approach to writing instruction that can help all students succeed. Through portraits of four thoughtful high school teachers, the authors show how to create an environment for effective learning and teaching in diverse classrooms, helping to answer questions such as: How can I honor students' backgrounds and experiences to help them become better writers?; How can I teach in a culturally responsive way if I don't share cultural identities with my students?; How can I move beyond a "heroes and holidays" approach to culturally relevant pedagogy?; How can I draw on what I already know about good writing instruction to make my classes more culturally relevant?; and How can I create culturally responsive assessment of writing?

When principles guide our teaching, we can better understand our teaching purposes, make decisions about approaches and content, vet ideas supplied by others, and grow as teachers of writing. In Growing Writers, veteran teacher educator Anne Elrod Whitney explores how the principles defined in NCTE's Professional Knowledge for the Teaching of Writing position statement can support high school writers and teachers of writing because they undergird our practice through knowledge and a conscious search for meaning in our writing activities.As part of the Writing in Today's Classrooms strand of the Principles in Practice imprint, the book includes snapshots from high school teachers working in a variety of settings who illustrate how their own principled classroom practices have helped both them and their students to grow, whether they are writing for advocacy, learning the importance of revision, experimenting with new audiences, or embracing the vulnerability and the power of writing.The principles come alive through the author's analysis and friendly discussion and the contributing teachers' everyday practices. Whitney's compassionate support and encouragement of active, ongoing learning is supplemented by further-reading lists and an annotated bibliography of both print and digital texts to accompany us on our journeys to ever greater effectiveness as writers and teachers of writing.

The digital era presents countless opportunities to read, write, and interpret young adult literature through a contemporary lens. Building upon NCTE's 2018 Preparing Teachers with Knowledge of Children's and Young Adult Literature position statement, the authors of this book spotlight how teachers and students can use digital tools and technologies to re-read, re-write, and restory young adult literature today. This book offers:Teaching approaches to integrate shifts in textuality in the ELA classroom;Helpful resources for using participatory digital networks in classrooms; andStrategies for restorying text selection with an eye toward multimodality, digital access, cultural diversity, and social justice.The authors propose digital young adult literature and digital young adult culture as conceptual tools from which teachers can learn effective digital restorying practices. The result is young adult literature instruction that is more engaging and just.

This practical book brings together coauthors Troy Hicks and Jill Runstrom with the voices of ten additional educators (Grades 4-9) to explore applications of NCTE's Beliefs for Integrating Technology into the English Language Arts Classroom position statement in real classrooms. It follows a year in the life of Runstrom's ninth-grade English classroom amidst the COVID-19 pandemic, along with the many changes that remote learning necessitated. With specific lesson ideas and examples of student work, the book brings the entire Beliefs statement to life while also foregrounding the primary goal that we should consider "literacies before technologies," creating rich opportunities for reading and writing, enhanced with digital tools. Part of the Principles in Practice imprint, this book includes chapters and vignettes that explore:How remote technologies can enhance in brick-and-mortar ELA instructionLessons and technologies for close and critical reading for literary analysisRecommendations for teaching writing to inform and argueConsiderations for remote and hybrid learningThe authors' insights and recommendations will help you use technology to enhance your ELA teaching across remote, hybrid, and in-person settings.

This book is written for K-5 educators who are interested in cultivating young writers by designing and facilitating writing instruction that begins with the resources that students bring to the classrooms from their families, homes, and communities. This kind of asset-based and individualized instruction is designed to meet the unique writing needs of each young writer. K-5 educators teaching in shifting contexts encounter an array of challenges daily, from restrictive language policies and mandates to heightened accountability measures that often dictate the design of their writing time and instruction. This book focuses on elementary school teachers working with young writers in varying educational contexts, including dual language, bilingual, and English Only contexts, and in particular students who come from culturally and linguistically diverse settings. Part of the Principles in Practice series. Part of the Principles in Practice series, this book also includes a robust list of resources for writing teachers, as well as helpful insights for:Getting multilingual students writing beyond the classroom wallsDesigning a writing community that works for all your learnersUsing writing conferences as a social practiceInviting the use of all linguistic, cultural, and experiential resources