The first new casebook in more than ten years, it contains twenty current cases that present real classroom dilemmas English teachers are likely to encounter in today's classroom. The casebook is designed to help new and experienced English teachers become thoughtful and reflective practitioners who are well equipped to deal with complex and current problems. A grades and issues matrix identifies each case according to middle or high school grade level and indicates the issue(s) on which they focus. Twenty current cases represent real teaching dilemmas with no easy solutions so teachers can benefit from thinking through the dilemmas and developing possible solutions and consequences with other teachers. Focus questions and discussion questions accompany each case. For new and experienced English teachers.

In Case You Teach English: An Interactive Casebook for Prospective and Practicing Teachers

Education & Teaching

Johannessen, Larry R.

McCann, Thomas M.

Schools & Teaching

Pearson

Author Thomas McCann invites readers to rethink their approach to teaching writing by capitalizing on students’ instinctive desire to talk. Drawing on extensive classroom research, he shows teachers how to craft class discussions that build students’ skills of analysis, problem solving, and argumentation as a means of improving student writing. McCann demonstrates how authentic discussions immerse learners in practices that become important when they write. Chapters feature portraits of teachers at work, including transcripts that reveal patterns of talk across a set of lessons. Interviews with the teachers and samples of student writing afford readers a deeper understanding of process. Students also report on how classroom discussions supported their effort to produce persuasive, argument-driven essays. Book Features: <ul>
<li> A focus on “the thinking behind the practice,” as opposed to a collection of lesson ideas.</li> <li> Connections to important elements from the Common Core State Standards, especially arguments writing.</li> <li> Examples of students at work with examples of the writing that emerges from their discussions.</li> <li> Portraits of skilled teachers as they promote inquiry and sequence and facilitate discussions.</li> <li> Appendices with problem-based scenarios, interview questions for students and teachers, samples of debatable cases in the news, and more.</li>
</ul>

Transforming Talk into Text―Argument Writing, Inquiry, and Discussion, Grades 6-12 (Language and Literacy Series)

Reference

Writing, Research & Publishing Guides

Teachers' College Press

This book offers a solid research and theoretical foundation for combining social studies and literacy instruction. A collaboration among a literacy scholar, two classroom teachers, and a school librarian, this volume also shows teachers how to engage middle and high school students in historical inquiry that incorporates literacy skills like reading complex texts and writing elaborated arguments. The authors present extended simulation activities that immerse students in three eras of U.S. history: European incursions into North America, pre-Revolutionary War colonialism, and the Civil War and Reconstruction. These simulations allow learners to experience these major periods of U.S. history while they discuss, read, and write in ways that align closely with the Common Core State Standards. The final chapter guides teachers in constructing their own classroom simulations and identifies useful resources. Book Features: <ul>
<li> Guidance for integrating language arts and social studies in ways that align with the Common Core State Standards.</li> <li> Simulation activities that show learners actively engaged in inquiry involving collaboration, deliberation, debate, and critical judgments.</li> <li> Models for disciplinary literacy that rely on primary source texts and historical fiction. </li> <li> Examples of student work, website resources, and an online appendix with rubrics for teachers.</li>
</ul>

Literacy and History in Action: Immersive Approaches to Disciplinary Thinking, Grades 5–12 (Language and Literacy Series)

D'Angelo, Rebecca

Galas, Nancy

Greska, Mary

This book offers a solid research and theoretical foundation for combining social studies and literacy instruction. A collaboration between a literacy scholar, two classroom teachers, and a school librarian, this volume also shows teachers how to engage middle and high school students in historical inquiry that incorporates literacy skills like reading complex texts and writing elaborated arguments. The authors present extended simulation activities that immerse students in three eras of U.S. history: European incursions into North America, pre-Revolutionary War colonialism, and the Civil War and Reconstruction. These simulations allow learners to experience these major periods of U.S. history while they discuss, read, and write in ways that align closely with the Common Core State Standards. The final chapter guides teachers in constructing their own classroom simulations and identifies useful resources.Book Features:* Guidance for integrating language arts and social studies in ways that align with the Common Core State Standards.* Simulation activities that show learners actively engaged in inquiry involving collaboration, deliberation, debate, and critical judgments.* Models for disciplinary literacy that rely on primary source texts and historical fiction.* Examples of student work, website resources, and an online appendix with rubrics for teachers.

Even dedicated teachers who are deeply committed to their discipline and to their students' learning can be blind to the true nature of their classroom discussions. Many would be surprised to discover that they've done 95% of the talking, or that the questions they've asked have right or wrong answers that don't elicit substantive exploration. Discussion Pathways to Literacy Learning examines authentic classroom discussion as an essential element in inquiry and literacy learning, illustrated with examples of activities that engage students enthusiastically in talking about substantive topics, including the interpretation of classic and contemporary books and films, as well as current events. 
 The authors, experienced researchers and teacher educators, draw on ongoing research into the effect of discussion on literacy learning. Beyond demonstrating the strong impact that authentic discussion has on learning, they showcase how students can facilitate discussions even about controversial subjects, as well as show how participation in discussion can be a pleasurable, meaningful experience for adolescents, especially when they can choose the focus for their shared inquiry.

Discussion Pathways to Literacy Learning

Kahn, Elizabeth A.

Higher & Continuing Education

National Council of Teachers of English (NCTE)

using discussion to enhance teaching and learning

Talking in Class: Using Discussion to Enhance Teaching and Learning

Biographies & Memoirs

Professionals & Academics

National Council of Teachers of English

A laser-beam focus on improving instruction to improve learning Saying "teaching matters most" is easy, and seems obvious. Making it the top priority for school leaders and staff is not so easy-in fact, it's messy. If we want

Teaching Matters Most: A School Leader’s Guide to Improving Classroom Instruction

Business & Money

Jones, Alan C.

Aronoff, Gail A.

Education & Reference

Corwin

Teaching on Solid Ground: Knowledge Foundations for the Teacher of English

To be successful, teachers of English in grades 6–12 need more than basic content knowledge and classroom management skills. They need a deep understanding of the goals and principles of teaching literature, writing, oral discourse, and language in order to make sound instructional decisions. This engaging book explores the pedagogical foundations of the discipline and gives novice and future teachers specific guidance for creating effective, interesting learning experiences. The authors consider such questions as what makes a literary text worth studying, what students gain from literary analysis, how to make writing meaningful, and how to weave listening and speaking into every class meeting. Professional learning and course use are facilitated by end-of-chapter reflection questions, text boxes, and appendices showcasing exemplary learning activities.

Knapp, John V.

Words, Language & Grammar

The Guilford Press

To be successful, teachers of English in grades 6–12 need more than basic content knowledge and classroom management skills. They need a deep understanding of the goals and principles of teaching literature, writing, oral discourse, and language in order to make sound instructional decisions. This engaging book explores the pedagogical foundations of the discipline and gives novice and future teachers specific guidance for creating effective, interesting learning experiences. The authors consider such questions as what makes a literary text worth studying, what students gain from literary analysis, how to make writing meaningful, and how to weave listening and speaking into every class meeting. Professional learning and course use are facilitated by end-of-chapter reflection questions, text boxes, and appendices showcasing exemplary learning activities.

Learning to Enjoy Literature: How Teachers Can Model and Motivate

Review\nTextbooks abound for advanced students who wish to teach English. This work by McCann and Knapp is a welcome change, grounded in theory with multiple opportunities for reflection. The idea of teaching students to "enjoy" literature may seem an impossible dream; the strategies employed in this book counter that concern. Based on the premise that drill and practice and one-right-answer responses to literature are not the right direction for potential English teachers to follow, the authors advocate the cognitive-rhetorical model in which students are actively involved in constructing their own meaning and prepared to engage in discussion of pedagogical sequences and authorial reading. Chapter 4 provides an excellent model for engaging the rules of notice and of signification, skills that will help students study character motivation within a text. Chapter 8 establishes class norms for discussion and collaboration, which are invaluable in creating effective class engagement. Chapter 9 provides an excellent guide to teaching graphic novels and for understanding the hierarchy of characters within a text. Each chapter concludes with a "Your View" for discussing the theories and practices of that particular chapter. Recommended. Advanced undergraduates and graduate students. ― Choice\nLearning to Enjoy Literature is a welcome aid to high school teachers seeking to teach literature in ways that will grant their students greater independence and motivate them to engage texts, ideas, and issues. McCann and Knapp model pedagogical approaches that encourage students to arrive at their own informed understandings rather than recite the teacher’s interpretation. Their book offers teachers productive approaches to treating textual interpretation not as an effort to reach a single right view or answer, but rather as a collaborative activity involving lively discussion of texts drawn from a variety of media. 
-- Gary Weissman, author of The Writer in the Well: On Misreading and Rewriting Literature\nWith Learning to Enjoy Literature, Tom McCann and John V. Knapp do English teachers and their students a very great service. The authors have created an eminently readable text that deftly combines a thorough survey of pedagogic literature with a wide range of lively, original, and concrete suggestions. I cannot recall a book about teaching so absolutely committed to reaching students and finding ways to engage them and so convinced that students desire this as much as teachers do. And who would have thought that you could introduce a class to irony with a George Grosz cartoon or a New Yorker cover? 
-- Helaine L. Smith, author of Masterpieces of Classic Greek Drama, Homer and the Homeric Hymns, and Teaching Particulars\nStudents will not become enthusiastic readers of literature from a teacher simply assigning reading tasks and assessing the completion of the tasks, especially when the assessment takes the form of threatened quizzes. Instead, as this book shows, teachers have an obligation to reveal to learners the procedures that skilled readers follow as they work with and enjoy literature and a further obligation to help learners to recognize some value in tackling complex works of literature.

Rowman & Littlefield Publishers

See the best price to sell, buy, or rent books by McCann, Thomas M.. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by McCann, Thomas M.

See the best price to sell, buy, or rent books by McCann, Thomas M.. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

In Case You Teach English: An Interactive Casebook for Prospective and Practicing Teachers

Transforming Talk into Text―Argument Writing, Inquiry, and Discussion, Grades 6-12 (Language and Literacy Series)

Literacy and History in Action: Immersive Approaches to Disciplinary Thinking, Grades 5–12 (Language and Literacy Series)

Literacy and History in Action: Immersive Approaches to Disciplinary Thinking, Grades 5–12 (Language and Literacy Series)

Discussion Pathways to Literacy Learning

Talking in Class: Using Discussion to Enhance Teaching and Learning

Teaching Matters Most: A School Leader’s Guide to Improving Classroom Instruction

Teaching on Solid Ground: Knowledge Foundations for the Teacher of English

Teaching on Solid Ground: Knowledge Foundations for the Teacher of English

Learning to Enjoy Literature: How Teachers Can Model and Motivate