The authors bring their decades of classroom teaching experience, along with their research base, to a discussion of literacy spanning elementary through high school. They explore the prescriptions that hinder effective approaches to literacy instruction.

Renita Schmidt and P. L. Thomas The guiding mission of the teacher education program in the university where we teach is to create teachers who are scholars and leaders. While the intent of that mission is basically sound in theorywe instill the idea that teachers at all levels are professionals, always learning and growing in knowledgethat theory, that philosophical underpinning does not insure that the students who complete our program are confident about the act or performance of teaching. In our unique program, students work closely with one teacher and classroom for the entire senior year and then are supervised and mentored during their first semester of teaching; the program is heavily field-based, and it depends on the effectiveness of mentoring throughout the methods coursework and the first semester of full-time teaching. Students tell us this guidance and support is invaluable, and yet we feel the disjuncture between university and school just as many of you in more traditional student teaching settings. Students hear best practice information from us in methods classes and they receive ample exposure to the research supporting our field, but have a hard time implementing research-based practices in their cla- room settings and an even harder time finding it in the classrooms around them.

Discusses literacy holistically and within the context of literacy instruction throughout the twentieth century Offers the reader a comprehensive research base that is strongly tied to the practical needs and experiences of classroom teachers Places the discussion of literacy within the current mandates of NCLB Offers practical approaches to addressing both best practice and political mandates

Klappentext

This book offers a call to all who are involved with literacy education. It explores the prescriptions that hinder authentic and effective approaches to literacy instruction. The scripts identified here include the Bureaucratic Script, the Corporate Script, the Student Script, the Parent and Public Script, and the Administrative Script. The authors bring their classroom teaching experiences (over thirty years combined) along with their research base to a discussion of literacy spanning elementary through high school. The discussion offers the reader practical and research-based lenses for identifying and overcoming the barriers to best practice while avoiding the inherent pitfalls found too often in our schools. The implied answer to the subtitle is a definitive "No," but the text goes beyond criticizing the current state of the field and seeks to empower both teachers and students seeking literacy growth beyond the scripts that plague twenty-first century commitments to accountability and testing.

Inhalt
The Bureaucratic Script.- Standards, Standards Everywhere and Not a Spot to Think.- Rubrics, Scoring Guides, and Testing, Testing, Testing.- The Corporate Script.- Marketing Child Readers: Ranking and Sorting.- English as a Scripted Language.- The Student Script.- When Are We Going To Do English?.- How School Works: Raise Your Hands When You Want to Learn.- The Parent and Public Script.- Why Don't You Mark the Errors on My Child's Papers?Explaining Yourself Theoretically and Professionally.- Why Aren't You Teaching C. S. Lewis?Challenges and Expectations from Outside School.- The Administrative Script.- But Are They Ready To Do Best Practices?.- Building and Department PoliticsTalking English.- Beyond Scripts to Literacy.- Literacy as ActionEmpowering Students.- Assessing Our Way into Instruction: What Teachers Know and How They Know It.