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 theory--we instill the idea that teachers at all levels are professionals, always learning and growing in knowledge--that 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. Contraportada 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.
- Libro Impreso
- Edición:
- Editorial: Springer
- Autor: Schmidt, Renita
