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Through analysis of case studies of young children (ages 3 to 8
years), situated in different geographic, cultural, linguistic,
political, and socioeconomic sites on six continents, this book
examines the interplay of childhoods, schooling, and, literacies.
Written language is situated within particular childhoods as they
unfold in school. A key focus is on children's agency in the
construction of their own childhoods. The book generates diverse
perspectives on what written language may mean for childhoods.
Looking at variations in the complex relationships between official
(curricular) visions and unofficial (child-initiated) visions of
relevant composing practices and appropriate cultural resources, it
offers, first, insight into how those relationships may change over
time and space as children move through early schooling, and,
second, understanding of the dynamics of schools and the experience
of childhoods through which the local meaning of school literacy is
formulated. Each case-each child in a particular sociocultural
site-does not represent an essentialized nation or a people but,
rather, a rich, processual depiction of childhood being constructed
in particular local contexts and the role, if any, for composing.
Through analysis of case studies of young children (ages 3 to 8
years), situated in different geographic, cultural, linguistic,
political, and socioeconomic sites on six continents, this book
examines the interplay of childhoods, schooling, and, literacies.
Written language is situated within particular childhoods as they
unfold in school. A key focus is on children's agency in the
construction of their own childhoods. The book generates diverse
perspectives on what written language may mean for childhoods.
Looking at variations in the complex relationships between official
(curricular) visions and unofficial (child-initiated) visions of
relevant composing practices and appropriate cultural resources, it
offers, first, insight into how those relationships may change over
time and space as children move through early schooling, and,
second, understanding of the dynamics of schools and the experience
of childhoods through which the local meaning of school literacy is
formulated. Each case-each child in a particular sociocultural
site-does not represent an essentialized nation or a people but,
rather, a rich, processual depiction of childhood being constructed
in particular local contexts and the role, if any, for composing.
While student agency is considered an important aspect of classroom
learning, opportunities to support and promote agency can be easily
missed. This book addresses the inner dimensions of student agency
to show what it is, why it is needed, and how it can be translated
into instructional practices. In Part I, Locating Student Agency,
Vaughn offers a model of agency that can become a core remedy for
educators looking for new and better ways to support the learning
of historically marginalized students. Part II, Growing Student
Agency, illuminates opportunities during instruction where teachers
can build upon student contributions. The book includes the voices
of teachers who have transformed their classrooms, as well as
compelling case stories rich with ideas that teachers can adopt in
their own instruction. Student Agency in the Classroom will provide
educators at every level, and across all disciplines, with the
underlying research and theoretical rationale for this key
educational force, along with the practical means to incorporate it
into instruction and curriculum.Book Features: A comprehensive
framework that outlines three core dimensions needed to cultivate
student agency: dispositional, motivational, and positional.
Detailed strategies and ideas for creating a culture of agency in
the classroom and schoolwide. A collaborative way of thinking about
how teachers, teacher educators, and school leaders can promote and
cultivate agency. The author's experience as a classroom teacher,
professional developer, and researcher. Classroom vignettes,
teacher interviews, and conversations with students. Extension
sections and discussion questions at the end of chapters.
Anne Dyson confronts race and racism head-on with this ethnographic
study of a child's efforts to belong-to be a child among children.
Follow the journey of a small Black child, Ta'Von, as he moves from
a culturally inclusive preschool through the early grades in a
school located in a majority white neighborhood. Readers will see
Ta'Von encountering obstacles but finding agency and joy through
writing and music-making, especially his love of the blues. Most
attempts at desegregating schools are studied by reducing
individual children to demographic statistics and test scores. This
book, instead, provides a child's perspective on challenges to
classroom inclusion. Ta'Von's journey demonstrates that it is
within children's peer worlds-formed in response to institutional
policies and practices like desegregation initiatives, standardized
testing, and a curricular focus on so-called "basic literacy
skills"-that inequity becomes part of the experience of childhood.
This book examines policies about literacy testing and teaching,
including the potential power of the written word and of the
arts.Book Features: A fresh approach to issues of inclusion,
equity, and learning opportunities as seen through a child's eye.
Narrative vignettes that bring to life the equity issues of
everyday school experiences. An overview of the kinds of challenges
to inclusion that may be faced by minoritized children in
majority-dominated schools. Details about changing institutional
literacy policies and practices over time and grade level,
emphasizing their impact on relationships and learning. Examples of
teachers and children enacting inclusive communities.
While student agency is considered an important aspect of classroom
learning, opportunities to support and promote agency can be easily
missed. This book addresses the inner dimensions of student agency
to show what it is, why it is needed, and how it can be translated
into instructional practices. In Part I, Locating Student Agency,
Vaughn offers a model of agency that can become a core remedy for
educators looking for new and better ways to support the learning
of historically marginalized students. Part II, Growing Student
Agency, illuminates opportunities during instruction where teachers
can build upon student contributions. The book includes the voices
of teachers who have transformed their classrooms, as well as
compelling case stories rich with ideas that teachers can adopt in
their own instruction. Student Agency in the Classroom will provide
educators at every level, and across all disciplines, with the
underlying research and theoretical rationale for this key
educational force, along with the practical means to incorporate it
into instruction and curriculum.Book Features: A comprehensive
framework that outlines three core dimensions needed to cultivate
student agency: dispositional, motivational, and positional.
Detailed strategies and ideas for creating a culture of agency in
the classroom and schoolwide. A collaborative way of thinking about
how teachers, teacher educators, and school leaders can promote and
cultivate agency. The author's experience as a classroom teacher,
professional developer, and researcher. Classroom vignettes,
teacher interviews, and conversations with students. Extension
sections and discussion questions at the end of chapters.
Anne Dyson confronts race and racism head-on with this ethnographic
study of a child's efforts to belong-to be a child among children.
Follow the journey of a small Black child, Ta'Von, as he moves from
a culturally inclusive preschool through the early grades in a
school located in a majority white neighborhood. Readers will see
Ta'Von encountering obstacles but finding agency and joy through
writing and music-making, especially his love of the blues. Most
attempts at desegregating schools are studied by reducing
individual children to demographic statistics and test scores. This
book, instead, provides a child's perspective on challenges to
classroom inclusion. Ta'Von's journey demonstrates that it is
within children's peer worlds-formed in response to institutional
policies and practices like desegregation initiatives, standardized
testing, and a curricular focus on so-called "basic literacy
skills"-that inequity becomes part of the experience of childhood.
This book examines policies about literacy testing and teaching,
including the potential power of the written word and of the
arts.Book Features: A fresh approach to issues of inclusion,
equity, and learning opportunities as seen through a child's eye.
Narrative vignettes that bring to life the equity issues of
everyday school experiences. An overview of the kinds of challenges
to inclusion that may be faced by minoritized children in
majority-dominated schools. Details about changing institutional
literacy policies and practices over time and grade level,
emphasizing their impact on relationships and learning. Examples of
teachers and children enacting inclusive communities.
In their new collaboration, Celia Genishi and Anne Haas Dyson
celebrate the genius of young children as they learn language and
literacy in the diverse contexts that surround them. Despite
burgeoning sociocultural diversity, many early childhood classrooms
(pre-K to grade 2) offer a 'one-size-fits-all' curriculum, too
often assessed by standardized tests. In contrast, the authors
propose diversity as the new norm. They feature stories of children
whose language learning is impossible to standardize, and they
introduce teachers who do not follow scripts but observe, assess
informally, respond to, and grow with their children. Among these
children are rapid language learners and those who take their time
to become speakers, readers, and writers at 'child speed.' All
these learners, regardless of tempo, are often found within the
language-rich contexts of play.
In this seminal book on the construction of case studies in the
field of language and literacy, the authors consider in detail what
it means to be ""on the case."" They evaluate the basic assumptions
that ground a qualitative approach to case study methodology, the
decisions entailed in designing a case study, and the possibilities
and challenges of data collection and analysis. For the novice
researcher, this book is an essential manual on how to design and
carry out a case study. For the experienced researcher, this book
offers fresh insights into the theoretical issues that underpin
qualitative case study research.
What are the real "basics" of writing, how should they be taught,
and what do they look like in children's worlds? In her new book,
Anne Haas Dyson shows how highly scripted writing curricula and
regimented class routines work against young children's natural
social learning processes. Readers will have a front-row seat in
Mrs. Bee's kindergarten and Mrs. Kay's 1st-grade class, where these
dedicated teachers taught writing basics in schools serving
predominately low-income children of colour. The children, it turns
out, had their own expectations for one another's actions during
writing time. Driven by desires for companionship and meaning, they
used available linguistic and multimodal resources to construct
their shared lives. In so doing, they stretch, enrich, and
ultimately transform our own understandings of the basics.
ReWRITING the Basics goes beyond critiquing traditional writing
basics to place them in the linguistic diversity and multimodal
texts of children's everyday worlds. This engaging work:
illustrates how scripted, uniform curricula can reduce the
resources of so-called ""at-risk"" children, provides insight into
how children may situate writing within the relational ethics and
social structures of childhood cultures, offers guiding principles
for creating a programme that will expand children's possibilities
in ways that are compatible with human sociability, includes
examples of children's writing, reflections on research methods,
and demographic tables.
What are the real "basics" of writing, how should they be taught,
and what do they look like in children's worlds? In her new book,
Anne Haas Dyson shows how highly scripted writing curricula and
regimented class routines work against young children's natural
social learning processes. Readers will have a front-row seat in
Mrs. Bee's kindergarten and Mrs. Kay's 1st-grade class, where these
dedicated teachers taught writing basics in schools serving
predominately low-income children of colour. The children, it turns
out, had their own expectations for one another's actions during
writing time. Driven by desires for companionship and meaning, they
used available linguistic and multimodal resources to construct
their shared lives. In so doing, they stretch, enrich, and
ultimately transform our own understandings of the basics.
ReWRITING the Basics goes beyond critiquing traditional writing
basics to place them in the linguistic diversity and multimodal
texts of children's everyday worlds. This engaging work:
illustrates how scripted, uniform curricula can reduce the
resources of so-called ""at-risk"" children, provides insight into
how children may situate writing within the relational ethics and
social structures of childhood cultures, offers guiding principles
for creating a programme that will expand children's possibilities
in ways that are compatible with human sociability, includes
examples of children's writing, reflections on research methods,
and demographic tables.
This dynamic book examines how literacy learning can be expanded
and redefined using the medium of spoken word poetry. The author
tells the story of a passionate Language Arts teacher and his work
with "The Power Writers", an after-school writing community of
Latino and African American students. Featuring rich portraits of
literacy in action, this book introduces teaching practices for
fostering peer support, generating new vocabulary, discussing
issues of Standard American English, and using personal experiences
as literary inspiration.
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