Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

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Teaching Multicultural Literature : A Workshop for the Middle Grades
Workshop 1 Workshop 2 Workshop 3 Workshop 4 Workshop 5 Workshop 6 Workshop 7 Workshop 8
Workshop 4: Research and Discovery - An Na, Edwidge Danticat, Laurence Yep, and more
Overview
Authors and Literary Works
Video Summary
Teaching Strategies
Commentary
Student Work
Resources
General Resources
Teaching Strategies
Works By and About Author
Additional Resources
Interactive Workbook -- Explore two poems using strategies from these workshops. Go.
Channel-Talk -- Share your views on the discussion board. Go.

Teaching Strategies

Books

Barnes, Douglas. From Communication to Curriculum. New York: Penguin, 1976.
Barnes advocates the use of informal conversation in helping children with the learning process in school.

Boran, Sibel, and Barbara Comber, eds. Critiquing Whole Language and Classroom Inquiry. Urbana, IL: NCTE, 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: NCTE, 2002.
This book covers both theory and practice topics for teachers seeking to deal with issues of race, class, and poverty in the classroom.

Christensen, Linda. Reading, Writing, and Rising Up: Teaching About Social Justice and the Power of the Written Word. Milwaukee: Rethinking Schools Publications, 2000.
The author offers lesson plans, essays, student work, and strategies related to teaching political and social issues in the language arts classroom.

Dewey, John. How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process. Boston: D. C. Heath, 1933.
Dewey, one of the progenitors of inquiry-based learning, links experience, interaction, and reflection to learning and education.

Holden, James, and John S. Schmit, eds. Inquiry and the Literary Text. Urbana, IL: NCTE, 2002.
This book offers strategies to help students engage in authentic dialogue and inquiry about literature.

Harste, Jerome, et al. "Supporting Critical Conversations in Classrooms." In Adventuring in Books: A Booklist for Pre-K-Grade 6 (12th edition), ed. Kathryn Mitchell Pierce, 507-54. Urbana, IL: NCTE, 2000.
Jerome Harste, Christine Leland, and others review books for inclusion into different types of text sets.

Peterson, Ralph, and Maryann Eeds. Grand Conversations: Literature Groups in Action. New York: Scholastic, 1990.
Peterson and Eeds provide background and ideas for using a literature-based program in the classroom.

Pierce, Kathryn Mitchell, and Carol J. Gilles, eds. Cycles of Meaning: Exploring the Potential of Talk in Learning Communities. Portsmouth, N.H.: Heinemann, 1993.
The articles in this book explore the meanings created in groups and in classrooms by using words and discussions over a period of time.

Short, Kathy G., and Kathryn Mitchell Pierce, eds. Talking About Books: Literature Discussion Groups in K-8 Classrooms. Portsmouth, N.H.: Heinemann, 1990.
Teachers from suburban, urban, and rural schools discuss how they approach literature with the goal of creating small-group discussions.

Periodicals

Huck, Charlotte. "Literature as the Content of Reading." Theory Into Practice (December 1977):363-71.
Huck describes a strategy in which teachers and parents allow children to develop the skills necessary for reading, out of their own desires to read imaginative and compelling stories.

Gilles, Carol, and Kathryn Mitchell Pierce. "Making Room for Talk: Examining the Historical Implications of Talk in Learning." English Education 36, no. 1 (October 2003): 56-79.
In this article, the authors offer an extensive bibliography of books that can be used in text sets in the classroom.

McCarthey, S. J. "Authors, Text, and Talk: The Internalization of Dialogue From Social Interaction During Writing." Reading Research Quarterly 29 (1994): 200-31.
McCarthey compares students of different backgrounds and determines that the information that they internalized in a writing class depended on the quality of their interactions with teachers.

Ling, Amy. "Teaching Asian-American Literature." Heath Anthology Newsletter (Spring 1993).
http://www.georgetown.edu/tamlit/ (see Essays on Teaching the American Literatures)
This essay offers analysis and strategies for bringing Asian American texts into the classroom.

Pierce, Kathryn Mitchell, and Carol Gilles. "New Beginnings (Talking About Books)." Language Arts (September 1997):379-86.
Pierce and Gilles offer a bibliography of 18 children's books that can be used in text sets about new beginnings.

Web Sites

YouthLearn: Intro to Inquiry Learning
http://www.youthlearn.org/learning/general-info/our-approach/intro-inquiry-learning/intro-inquiry-learning
This site offers information about using inquiry as a teaching strategy and includes links to other informative sites.

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