The central concern of Inside/Outside is the assumption that pedagogical knowledge is generated outside-in; that is, from the university, to be applied at schools. The first half of this book provides a thoughtful and thought-provoking conceptual framework for reading and understanding teacher research, exploring its history, potential and relationship to university-based research.

McEwan and Egan take stock of the turn to narrative in educational research and practice and explore some of the directions that his turn has taken. For this text, they have assembled contributions which survey the topics from various perspectives.

This work begins with the assumption that writing is at the heart of education and then provides a meta-theory to respond to the question: what is involved in the effective teaching of writing at the secondary and first-year undergraduate level?

This text provides a portrait of adolescent girls in middle school - the social queens and the tough cookies. The author, Margaret Finders, follows the girls, focusing on what they read and write - not just school-sanctioned activities but also the important hidden literacies - signing yearbooks, writing notes, bathroom graffiti and reading teen magazines. She spends time interviewing and interacting with the girls in and out of the classroom, on sleepovers, mall visits nd other recreational visits. What she sees raises questions about what is known about girls' lives. Highlighting the social...

This is a text about the beliefs, issues and practices at the forefront of literacy education - language, ethnic, and academic diversity; authentic assessment; social construction of meaning and knowledge - explored through the lens of a cohesive instructional design, the Book Club Programme. As such, it provides a well-researched pedagogical model. Commentaries by eminent literacy scholars outside the project provide an expanded perspective on the many issues raised by the chapter authors. The resulting multiplicity of voices - including those of students (the authors of chapter 10) who are...

The author explores young children's experience and understanding of gender, race and power as revealed by the interactions within her first and second grade classroom. She presents research from a four-year period, focusing on how specific children collectively develop their social world.

Here, Anne Dyson traces the influence of a wide-ranging set of textual toys from children's lives - church and hip-hop songs, rap music, movies, TV, traditional jump-rope rhymes, the words of professional sports announcers and radio deejays - upon school learning and writing.

Language and Literacy Series As communities on the other side of the digital divide become immersed in electronic media, how can we evaluate their experiences to transform the teaching of writing and improve student learning? This important book offers a balanced view of instructional technology and critical multiculturalism as experienced in today's public schools.

Language and Literacy Series The author analyzes the way the girls discuss pleasure in becoming the eye of the reader, use film to decode the genres of literature, master forms such as fantasy and Gothic, describe the differences between reading and viewing films, and identify only with animal rather than human characters. Blackford intertwines the vivid voices of her girl respondents with her own story of moving beyond her feminist and multicultural assumptions of how children are shaped by the stories we tell in literature.

This book offers a rare examination of the secondary English curriculum, focusing on current trends and looking pragmatically at reform initiatives. Providing both a review and a heads-up about what's new - or what should be new - in English classrooms, this accessible text: Features essays from well-known educators and researchers, in the United States and Canada, who provide insight and offer a wide-range of perspectives on todayOs secondary English language arts education. Challenges the field to re-conceptualize its purpose and value while urging language arts educators to rethink their...