This book describes and documents an exciting new approach to educating literacy teachers. The authors show how to help teachers develop their own critical literacy, while also preparing them to accelerate the literacy learning of struggling readers. The text takes readers inside a literacy lab in a high-poverty urban elementary school, reveals the instructional approach in action, and provides many excellent examples of critically responsive teaching. Featuring a synthesis of several fields of theory and research, this book:
Illustrates teacher preparation and development as personal and social transformation—demonstrating that this process requires changing the ways teachers think about students, language, culture, literacy, learning, and themselves as educators. Provides pedagogical tools—including the history of the innovative literacy lab, the context of the instructional interactions, and the transition from a university-based to a school-based project. Combines critical and accelerative literacy instruction—showing how teachers can accelerate the slowest developing readers in their classrooms and also build a sense of engagement for students with the social world.
Series edited by: Celia Genishi, Dorothy S. Strickland, Donna E. Alvermann
