Little is known about the effects of schooling on parents, especially on those with children who struggle in school. As an educator whose work focuses on struggling students and as a parent of a daughter who has herself struggled, Curt Dudley-Marling has special insight into this issue. He has discovered firsthand that relatively minor problems in school can have far-reaching consequences on family life. Now, Dudley-Marling shares his perspective with other educators. 
 Drawing on a series of interviews with parents, A Family Affair provides an insider's view of what happens at home when school goes wrong. Always interesting and sometimes painful, these stories reveal that school troubles threaten the happiness and self-esteem of children; disrupt relationships; and, in general, deny parents and children many of the pleasures of family life. Some of the other topics covered include: homework as a "carrier" for school troubles; the degree to which the burdens of school troubles fall on mothers; what parents think about the issue of labeling; how school troubles shape people's perceptions of children; how school troubles affect parent-school relations; parents' differential access to resources that can support children's schooling; and advice for teachers and parents. 
 This is a cautionary tale for educators and educational policymakers. It will be of particular interest to teachers who worry about the effects of school troubles on children and their families. It will also comfort parents who have experienced the devastation of living with a struggling learner.

A Family Affair: When School Troubles Come Home

Education & Teaching

Dudley-Marling, Curt

Schools & Teaching

Heinemann

If you are an elementary teacher who struggles with struggling readers, Curt Dudley-Marling and Patricia Paugh provide you with quick, effective answers to your toughest questions. They draw a roadmap that leads you away from a deficit-based approach toward child-centered practices that give you the time and space to meet every student's needs. To achieve in language arts, troubled readers require frequent, explicit, and individualized aid backed by ongoing assessment, and there's no better structure within which to balance this type of intensive instruction with other students' needs than the reading workshop. Dudley-Marling and Paugh describe how to focus on the challenges of struggling readers by setting up a workshop and conducting its minilessons in ways that give you the time and flexibility needed to provide children with specialized attention. From read-alouds to continuous assessment to differentiated teaching, the authors' ideas are ready-to-use and proven effective at boosting the reading abilities of developing readers. Plus A Classroom Teacher's Guide to Struggling Readers has a complete discussion on how to help students even when you are locked into a basal program. If you, like tens of thousands of teachers, want a way to teach struggling readers that emphasizes students' capabilities rather than their deficiencies, read A Classroom Teacher's Guide to Struggling Readers. You'll discover a humane approach that values all children equally and builds on successes, so that our most challenged readers get all the attention they need-and deserve.

A Classroom Teacher's Guide to Struggling Readers

Paugh, Patricia

"Creating inclusive classrooms considerate of the needs of ALL children requires that teachers design structures that enable them to provide struggling learners with frequent, intensive, explicit, and individualized support and direction." Curt Dudley-Marling and Patricia Paugh What do struggling writers really need? The research says they need more of what every student needs: access to high-quality writing instruction. A Classroom Teacher's Guide to Struggling Writers shares a framework for teaching every child that helps you give frequent, intensive, explicit, and differentiated support to students who struggle. Curt Dudley-Marling and Patricia Paugh (coauthors of A Classroom Teacher's Guide to Struggling Readers) draw on a deep, thirty-year research base as well as classroom knowhow. Through observations of master teachers they show how the writing workshop gives you the instructional space to: <ul>
<li>motivate reluctant writers through genre, topic choice, and collaboration </li> <li>determine exactly where writers struggle through ongoing assessment</li> <li>use assessment to target student needs in your minilessons </li> <li>provide crucial one-on-one support during writing time and individual conferences</li> <li>encourage growth in skills and craft simultaneously. </li> </ul>
Best of all, A Classroom Teacher's Guide to Struggling Writers illustrates how writing workshop can increase your instructional flexibility. You'll find information to help you guide struggling writers in grades 2 through 6 in areas where they commonly need support, such as planning, fluency, audience, organization, genre, word choice, mechanics, and revision. What do your struggling readers need? Instruction that provides the support to gain independence-the kind of effective, efficient, flexible teaching you'll read about in A Classroom Teacher's Guide to Struggling Writers.

A Classroom Teacher's Guide to Struggling Writers: How to Provide Differentiated Support and Ongoing Assessment

Reference

Words, Language & Grammar

When the first edition of Readers and Writers with a Difference appeared in 1988, it shattered the myth that whole language instruction was too unstructured and inexplicit to help remedial and learning disabled students. By providing specific assessment and instructional strategies, it was one of the first texts to show that struggling readers and writers could, indeed, benefit from holistic methods-not just in the resource room, but in the regular classroom as well. 
 Today, as more and more students with learning problems are entering mainstream classroom settings, the models presented by Rhodes and Dudley-Marling are more cogent than ever. But the framework upon which whole language theory rests has greatly evolved since the first edition was published and has also come under increasing attack. This second edition renews the case for whole language theory, taking into account the various developments in language arts over the past eight years. Included are new and expanded sections on literacy theory, instruction and assessment, and literacy as social practice; and a reconsideration of how teachers, administrators, and parents might work and learn collaboratively. The authors write, "It is no longer possible to talk about approaches to teaching students to read (and write) once and for all," write the authors. "Instead, we have to think about supporting students as they learn a range of literate practices . . ." The second edition of Readers and Writers with a Difference offers myriad suggestions for making that range as rich and far reaching as possible.

Readers and Writers with a Difference: A Holistic Approach to Teaching Struggling Readers and Writers

Rhodes, Lynn

<ul>
Both teachers and teacher educators will sympathize with Dudley-Marling's concerns in this thoughtful and provocative text. - Reading Teacher</ul>
Living with Uncertainty contributes to our understanding of what it means to teach, offering new insights into the issues of teaching and teacher identity. Unlike the idealized models of teaching that dominate research, this candid account illustrates the complicated realities of classroom practice. It is not an attempt to attain truth once and for all. It is a systematic, theoretically informed, deliberate reflection of the author's experiences as he acknowledges uncertainty in his own teaching and seeks improvement. When Curt Dudley-Marling took a one-year leave from his university duties to return to the classroom, his plan was to document and reflect on his experiences as an elementary school teacher. What emerged from this "quest for certainty" was a complicated notion of teaching, marked by uncertainties, ambiguities, and contradictions. The chapters in this book provide a complex, often critical look at some of the issues that dominated the author's attention: <li>promoting student ownership</li> <li>administering student discipline</li> <li>negotiating gender relations</li> <li>teaching struggling students</li> <li>building community</li> <li>using "multicultural literature"</li> <li>teaching spelling in a student-centered environment</li> <li>creating language-rich classroom experiences.</li> Living with Uncertainty will interest anyone concerned about the current state of education, especially preservice and inservice teachers, teacher educators, and teacher-researchers.

Living with Uncertainty: The Messy Reality of Classroom Practice

This book develops a discussion linking principles of language learning with classroom practices.

When Students Have Time to Talk

Searle, Dennis

Preparing The Nation’s Teachers To Teach Reading: A Manifesto In Defense Of “Teacher Educators Like Me” by Curt Dudley-Marling offers a spirited defense of the work of university-based teacher educators to prepare the nation’s teachers to teach reading. This text gives particular attention to various reports of the National Council on Teacher Quality (NCTQ), which assert that university-based reading educators are not adequately preparing teachers to teach reading.Dudley-Marling shows that NCTQ’s reports are so flawed that they are useless in evaluating the effectiveness of reading education in schools of education. In particular, Preparing The Nation’s Teachers To Teach Reading demonstrates the complete absence of a relationship between NCTQ’s assessment of the quality of teacher preparation in reading in given states and how well students in those states actually perform on national assessments of reading achievement.He also responds to the criticism that teacher educators ignore research on the science of reading by critiquing the behavioral theory of reading that underpins NCTQ’s assessment of the preparation of teachers to teach reading. He then shows that reading educators like him do not ignore the science of reading by detailing the sociocultural model of reading that informs the work of most university-based reading educators.Finally, he shows that the ultimate goal of many educational reform groups like NCTQ is to undercut public support for traditional public schools to pave the way for free market-based schooling based on competition and profit and where literacy is a commodity to be exchanged in the marketplace and individuals are mere cogs in an economic machine. Reading educators like Dudley-Marling, on the other hand, see literacy as a key to personal fulfillment and satisfaction and maintaining a participatory democracy in which the economy is shaped to the needs of citizens, not the other way around.

Preparing the Nation's Teachers to Teach Reading: A Manifesto in Defense of "Teacher Educators Like Me"

Higher & Continuing Education

Garn Press

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