Teaching Outside the Box but Inside the Standards
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adolescent engagement
Category=CFC
Category=JNF
Category=JNK
Category=JNT
CCSS
common core
dialogic teaching
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eq_dictionaries-language-reference
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national writing project
professional development
reading instruction
restrictive pedagogical policies
scripted curricula
standards-driven instruction
teacher education
teacher student relationships
teaching ethically
writing instruction
Product details
- ISBN 9780807757482
- Weight: 225g
- Dimensions: 149 x 223mm
- Publication Date: 26 Dec 2015
- Publisher: Teachers' College Press
- Publication City/Country: US
- Product Form: Paperback
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Many educators feel caught between mandates to meet literacy standards and the desire to respond to individual students’ interests, skills, and challenges. This book illustrates how a dialogical approach to practice will enable teachers to meet the needs of today’s diverse student population within a standardized curriculum.
Chapters highlight the efforts of four high school teachers to create dialogical classroom space, documenting both the possibilities of and impediments to such an approach to teaching. Drawing on a theoretical framework and rationale for engaged dialogical practice, the authors present and analyze key classroom events that illustrate the productive and restrictive tensions for such work and suggest ways for teachers and schools to implement these ideas, especially for complementing and expanding the Common Core State Standards.
Chapters highlight the efforts of four high school teachers to create dialogical classroom space, documenting both the possibilities of and impediments to such an approach to teaching. Drawing on a theoretical framework and rationale for engaged dialogical practice, the authors present and analyze key classroom events that illustrate the productive and restrictive tensions for such work and suggest ways for teachers and schools to implement these ideas, especially for complementing and expanding the Common Core State Standards.
Bob Fecho is professor of English education at Teachers College, Columbia University and founding director of the Red Clay Writing Project at the University of Georgia. His books include Teaching for the Students: Habits of Heart, Mind, and Practice in the Engaged Classroom and “Is This English?”: Race, Language, and Culture in the Classroom, which received the James N. Britton award, CEE/NCTE. Michelle Falter and Xiaoli Hong are doctoral candidates at the University of Georgia in the Department of Language and Literacy Education.
