Overview
Describing effective, creative strategies for talking with students in ways that enhance literacy learning, this book offers a window into the classrooms of four exemplary teachers. Principles of productive classroom discussions are illustrated with detailed case examples. The book shows how - and explains why - ""real talk"" can enhance student engagement, foster critical thinking, promote mastery of literacy concepts, and instill a lasting love of reading. It offers ideas for selecting children's literature and fitting a range of interactive literacy activities into the school day. The authors draw on current knowledge about the connections between oral language and literacy development across the elementary grades. This book will be invaluable to classroom teachers in grades 1-5; researchers and instructors in elementary literacy. It may also serve as a text in Elementary Reading Methods courses.
Full Product Details
Author: Maureen P. Boyd ,
Lee Galda ,
Donald L. Rubin ,
Martin Nystrand
Publisher: Guilford Publications
Imprint: Guilford Publications
Dimensions:
Width: 15.20cm
, Height: 1.50cm
, Length: 22.90cm
Weight: 0.310kg
ISBN: 9781609181581
ISBN 10: 1609181581
Pages: 210
Publication Date: 12 April 2011
Audience:
Professional and scholarly
,
Professional & Vocational
Format: Paperback
Publisher's Status: Out of Print
Availability: Awaiting stock
Reviews
Teachers and professional development providers will find this book highly readable, engaging, and useful. It provides rich evidence of what productive talk looks like and what it generates. I really like the vignettes illustrating how each of the four teachers implemented their own versions of 'real talk' in their classrooms. - Anna O. Soter, Professor, School of Teaching and Learning, The Ohio State University, USA This is an important book that will be of interest to both researchers and teachers. The many instructional examples will provide models for beginning (and experienced, too) language arts teachers who seek guidance on opening up discussion in their classrooms. The book also offers an articulate statement of the philosophy underlying dialogic classrooms. In today's educational climate, where the importance of classroom discourse in student learning is often overlooked, this book is a breath of fresh air. I predict it will be used widely in teacher education courses. - Martin Nystrand, Louise Durham Mean Professor of English, USA
"""This well-informed, clearly written book uses examples from real classrooms to convey its message very effectively: if we want to improve the quality of education, there needs to be more genuine dialogue between teachers and students. The authors not only make their case by drawing on relevant research, but also show how four teachers who have taken this message to heart are able to translate it into practice. This book should interest researchers and practitioners alike - who knows, it could even help persuade those policymakers who still need to be convinced of the educational power of talk."" - Neil Mercer, Faculty of Education, University of Cambridge, UK ""This is an important book that will be of interest to both researchers and teachers. The many instructional examples will provide models for beginning (and experienced, too) language arts teachers who seek guidance on opening up discussion in their classrooms. The book also offers an articulate statement of the philosophy underlying dialogic classrooms. In today's educational climate, where the importance of classroom discourse in student learning is often overlooked, this book is a breath of fresh air. I predict it will be used widely in teacher education courses."" - Martin Nystrand, Louise Durham Mean Professor of English, USA"
This well-informed, clearly written book uses examples from real classrooms to convey its message very effectively: if we want to improve the quality of education, there needs to be more genuine dialogue between teachers and students. The authors not only make their case by drawing on relevant research, but also show how four teachers who have taken this message to heart are able to translate it into practice. This book should interest researchers and practitioners alike - who knows, it could even help persuade those policymakers who still need to be convinced of the educational power of talk. - Neil Mercer, Faculty of Education, University of Cambridge, UK This is an important book that will be of interest to both researchers and teachers. The many instructional examples will provide models for beginning (and experienced, too) language arts teachers who seek guidance on opening up discussion in their classrooms. The book also offers an articulate statement of the philosophy underlying dialogic classrooms. In today's educational climate, where the importance of classroom discourse in student learning is often overlooked, this book is a breath of fresh air. I predict it will be used widely in teacher education courses. - Martin Nystrand, Louise Durham Mean Professor of English, USA
""This well-informed, clearly written book uses examples from real classrooms to convey its message very effectively: if we want to improve the quality of education, there needs to be more genuine dialogue between teachers and students. The authors not only make their case by drawing on relevant research, but also show how four teachers who have taken this message to heart are able to translate it into practice. This book should interest researchers and practitioners alike - who knows, it could even help persuade those policymakers who still need to be convinced of the educational power of talk."" - Neil Mercer, Faculty of Education, University of Cambridge, UK ""This is an important book that will be of interest to both researchers and teachers. The many instructional examples will provide models for beginning (and experienced, too) language arts teachers who seek guidance on opening up discussion in their classrooms. The book also offers an articulate statement of the philosophy underlying dialogic classrooms. In today's educational climate, where the importance of classroom discourse in student learning is often overlooked, this book is a breath of fresh air. I predict it will be used widely in teacher education courses."" - Martin Nystrand, Louise Durham Mean Professor of English, USA
Author Information
Maureen P. Boyd, PhD, Department of Learning and Instruction, Graduate School of Education, University at Buffalo, State University of New York, Buffalo, NY, USA and Lee Galda, PhD, Department of Curriculum and Instruction, College of Education and Human Development University of Minnesota, Minneapolis, MN, USA
