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With this book, teachers will discover how they can strike a
balance between preparing their students for state tests and
teaching them the lasting thinking, reading and writing skills that
they will need to be successful in college and the business world.
Combining theory-supported and student-tested practices, Urbanski
offers readers a road-map to implementing an effective
workshop-based curriculum in High School English.
At Rosa Parks, a middle school in a crimeridden neighborhood,
students are advised to "do as they are told" and they will
succeed. Unfortunately, "doing what they are told" often translates
into repeating information givento them by the teacher, especially
when it comes to writing. Meanwhile, students in an affluent
neighborhood nearby are encouraged to be creative and think
critically. This book examines the experience of one
school'sresistance to the deficit model of education and how it
represents the overall story of urban school reform. Highlighting
the consequences of the implementation of the Common Core State
Standards in literacy, the author weighs the perspectives of
teachers, National Writing Project consultants, and administrators.
Her up-close analysis illuminates how rigid accountability
structures shift power away from the teachers and administrators
who know the students best. As such, it illustrates the complex
nature of writing instruction in urban schools. Book Features:
Provides valuable lessons learned that can be applied throughout
the United States to improve urban schools. Offers rich portraits
of students and teachers who resist the deficit identities placed
on them by the dominant narrative of urban school reform. Presents
a forum for those who are often silenced and talked about where
they can speak for themselves.
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