Teacher resources and professional development across the curriculum
Teacher professional development and classroom resources across the curriculum
Barton, David and Mary Hamilton (eds.) Situated Literacies: Reading and Writing in Context New York: Routledge, 1999.
In this collection, key scholars remark on literacies in specific contexts and broad practices.
Boran, Sibel and Barbara Comber (eds.). Critiquing Whole Language and Classroom Inquiry Urbana, IL: National Council of Teachers of English, 2001.
This collection of essays - featuring the work of Jerome Harste, Carolyn Burke and Patrick Shannon - offers advice and theoretical reasoning for teachers seeking to empower their students in the classroom.
Busching, Beverly and Betty Ann Slesinger. "It's Our World Too": Socially Responsive Learners in Middle School Language Arts. Urbana, IL: National Council of Teachers of English, 2002.
This book covers both theory and practice issues for teachers seeking to deal with issues of race, class and poverty in the classroom.
Cope, Bill and Mary Kalantzis (eds.). Multiliteracies: Literacy Learning and the Design of Social Futures New York: Routledge, 1999.
This book compiles essays about the future of literacy teaching, including articles by Elsa Auerbach, Courtney Cazden, Norman Fairclough, James Paul Gee, Gunther Kress, Joseph Le Bianco, Carmen and Allen Luke, and Sarah Michaels.
Edelsky, Carole (ed). Making Justice Our Project. Urbana, IL: National Council of Teachers of English, 1999.
This book considers the political implications of whole language classrooms, with particular attention to inquiry teaching.
Unsworth, Len. Teaching Multilitieracies Across the Curriculum: Changing contexts of text and image in classroom practice. Berkshire, UK: Open University Press, 2002.
This book outlines visual and verbal language necessary for students in technology-rich classrooms.
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