With its sights clearly set on middle school teachers and the middle school teaching experience, this new book expands the definition of literacy to encompass today's popular electronic and audiovisual media. Research-driven coverage offers a thorough presentation of the theory of middle school teaching, plus a wealth of real stories from real classrooms that demonstrate strategies in actual practice. KEY TOPICS The authors address the current emphasis on standards, discussing their advantages and disadvantages and integrating them throughout; embrace the notion of inclusion by offering numerous suggestions for teaching special-needs students in the regular classroom; and explore the social and cultural complexities—and the joys and challenges—of teaching today's adolescents. For teachers and future teachers of middle school.

Literacy Lessons: Teaching and Learning With Middle School Students

Reference

Finders, Margaret J.

Hynds, Susan

Words, Language & Grammar

Pearson College Div

From two prominent scholars in the field comes a book that addresses language arts and literacy in the middle grades. Complete with authentic cases and classroom examples, the book examines research and theory-based approaches to teaching literacy in the middle school classroom. This edition includes a stronger focus on culturally relevant pedagogy and the needs of English Language Learners, as well as Standards in Practice sections, which help teachers incorporate state and national standards into planning and instruction. Using a teacher-as-inquirer model, the book offers many resources to improve existing literacy programs and individual teaching techniques.

Language Arts and Literacy in the Middle Grades (2nd Edition)

Pearson

This text for pre-service and in-service English education courses presents current methods of teaching literature to middle and high school students. The methods are based on social-constructivist/socio-cultural theories of literacy learning, and incorporate research on literary response conducted by the authors. Teaching Literature to Adolescents – a totally new text that draws on ideas from the best selling textbook, Teaching Literature in the Secondary School, by Beach and Marshall – reflects and builds on recent key developments in theory and practice in the field, including: <ul>
<li>the importance of providing students with a range of critical lenses for analyzing texts and interrogating the beliefs, attitudes, and ideological perspectives encountered in literature;</li> <li>organization of the literature curriculum around topics, themes, or issues;</li> <li>infusion of multicultural literature and emphasis on how writers portray race, class, and gender differences;</li> <li>use of drama as a tool for enhancing understanding of texts;</li> <li>employment of a range of different ways to write about literature;</li> <li>integration of critical analysis of film and media texts with the study of literature;</li> <li>blending of quality young adult literature into the curriculum; and</li> <li>attention to students who have difficulty succeeding in literature classes due to reading difficulties, disparities between school and home cultures, attitudes toward school/English, or lack of engagement with assigned texts or response activities.</li>
</ul>
The interactive Web site contains recommended readings, resources, and activities; links to Web sites and PowerPoint presentations; and opportunities for readers to contribute teaching units to the Web site databases. Instructors and students in middle and high school English methods courses will appreciate the clear, engaging, useful integration of theory, methods, and pedagogical features offered in this text.

Teaching Literature to Adolescents

Education & Teaching

Appleman, Deborah

Wilhelm, Jeffrey

Beach, Richard

Fecho, Bob

Simon, Rob

Schools & Teaching

Routledge

The author of this volume makes an argument for a more activist, critical constructivist approach to teaching adolescents, without minimizing the difficulties faced by teachers of literature as they attempt to negotiate the social, cultural and political arenas of their own classrooms.

On the Brink: Negotiating Literature and Life With Adolescents (Language & Literacy Series)

Literature & Fiction

Teachers College Pr

In 1989, Susan Hynds entered Meg Andrews' urban middle school classroom for what she thought would be a one year study. When she completed her study in 1995, she was no longer able to look at the reading and teaching of literature, the world of the young adolescent, or even her own role as a classroom researcher in quite the same way. Her story holds many lessons for educators who wonder why constructivist practices have not always made it into classrooms.

On the Brink: Negotiating Literature and Life With Adolescents (Language and Literacy Series)

Perspectives on Talk and Learning (Ncte Forum Series)

Rubin, Donald L.

Natl Council of Teachers

Examines how people develop their reading and writing skills during adolescence and adulthood. This collection is based on the premise that four basic stances (orientations) underlie the discourse practices: social, textual, institutional, and field. These four stances form the organizing rubric for

Developing Discourse Practices in Adolescence and Adulthood: (Advances in Discourse Processes)

History & Criticism

Praeger

Since 1996, Elspeth Thompson has chronicled the successes and disasters that beset her tiny London garden and her allotment in a regular column in the Sunday Telegraph. In this second instalment of columns, Elspeth charts the trials of gardening in the country at weekends, having taken on a potter's cottage in Winchelsea, East Sussex, the development of her allotment and the onggoing joys of ther itny back garden in Brixton.

Developing Discourse Practices in Adolescence and Adulthood (Advances in Discourse Processes Series, 39)

Health, Fitness & Dieting

Psychology & Counseling

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