Here is why education is in such a mess. . .journalists and misinformation about research:
"Mozart Effect" was just what he wanted to hear
Monday, June 28, 2010
Wednesday, June 23, 2010
Sandra Cisneros, "A House of My Own," The House on Mango Street
A House of My Own
Not a flat. Not an apartment in back. Not a man's house. Not a daddy's. A house all my own. With my porch and my pillow, my pretty purple petunias. My books and my stories. My two shoes waiting beside the bed. Nobody to shake a stick at. Nobody's garbage to pick up after. Only a house quiet as snow, a space for myself to go, clean as paper before the poem.
NCTE Policy Brief on Writing Programs
An Administrator's Guide to Writing Instruction: An NCTE Policy Research Brief (November 2009) identifies the features of successful classrooms and writing programs and explains how administrators can support effective writing instruction.
Monday, June 21, 2010
Thursday, June 17, 2010
Tuesday, June 15, 2010
EDRD 640: What is a literature review?
Here is a very good overview of what a literature review is and how to prepare for and write the review.
Another overview with a sample.
Links to explanations and samples, various.
Another overview with a sample.
Links to explanations and samples, various.
Monday, June 14, 2010
EDRD 640 Topic Schedule
An initial listing of readings for each topic is provided below, but refer to the LINK provided for current readings to choose among. Each class session should be preceded by reading selected texts and submitting a reflection before the class in order to facilitate class discussion.
Historical Perspective
LaBrant, L. (1937, February 17). The content of a free
reading program. Education Research
Bulletin, 16(2), 29-34.
LaBrant, L. (1946, March). Teaching high-school students to
write. English Journal, 35(3),
123-128.
Rosenblatt, L. (1956). The acid test for literature teaching. English Journal, 45(2),
66–74. [In Rosenblatt, L. (2005). Making
meaning with texts: Selected essays. Portsmouth, NH: Heinemann.]
Topic 2:
Politics: Reading
First and NCLB
Web page analysis
NCLB
IRA’s Summary of the NRP Report http://www.reading.org/resources/issues/reports/nrp.html
NRP Five Components of Reading Instruction
Yatvin, J. (2002). Babes in the woods: The wanderings of the
National Reading Panel. (Located at http://www.pdkintl.org/kappan/k0201yat.htm)
Reading First http://www.ed.gov/programs/readingfirst/index.html
Reading First audit
Krashen website http://www.sdkrashen.com/
Krashen, S. (2006). Did Reading First work? (Located at http://www.districtadministration.com/pulse/commentpost.aspx?news=no&postid=17349
Edmondson, J. (2004). Reading policies: Ideologies and
strategies for political
engagement. The Reading Teacher, 57(5), 418-428.
Fuller, B., Wright, J., Gesicki, K. & Kang, E. (2007).
Gauging growth: How to judge No
Child Left Behind? Educational Researcher, 36(5), 268-278.
Topic 3:
Balanced Literacy
NCTE Features of Literacy Programs
1. On Reading, Learning to Read and Effective Reading Instruction: An Overview of What We Know and How We Know It (http://www.ncte.org/positions/statements/onreading)
1. On Reading, Learning to Read and Effective Reading Instruction: An Overview of What We Know and How We Know It (http://www.ncte.org/positions/statements/onreading)
2. A Call to Action: What We Know About Adolescent Literacy and Ways to Support Teachers in Meeting Students’ Needs (http://www.ncte.org/positions/statements/adolescentliteracy)
3. A Decision-Making Matrix (See link below)
Barr, R. & Dreeden, R. (1991). Grouping
students for reading instruction. In Barr, R., Kamil, M. L., Mosenthal, P. B.,
& Pearson, P. D. (Eds.), Handbook of Reading Research, vol II. (pp.
885-910). New York: Longman.
Cambourne, B. (2002). Holistic, integrated
approaches to reading and language arts instruction: the constructivist
framework of an instructional theory. In Farstrup, A. E. & Samuels, S. J.
(Eds.), What research has to say about reading instruction. (pp. 25-47).
Newark, DE: International Reading Association.
Freppon, P. A. & Dahl, K. L. (1998).
Balanced instruction: Insights and considerations. Reading Research Quarterly
33(2), 240-249.
Heydon, R., Hibbert, K., Iannacci, L.
(2005). Strategies to support balanced literacy approaches in pre- and
inservice teacher education. Journal of Adolescent & Adult Literacy, 48(4),
312-319.
Kasten, W. C. & Wilfong, L. G. (2007).
Encouraging independent reading towards lifelong readers and learners. International Journal of Learning, 13.
Located at http://www.Learning-Journal.com.
Pardo, L. S. (2004). What every teacher
needs to know about comprehension. The Reading Teacher, 58(3), 272-280.
Pearson, P. D. & Hiebert, E.H.
(2007).Vocabulary assessment: What we know and what we need to learn. Reading
Research Quarterly, 42 (2), 282-296.
Spiegel, D. L. (1998). Silver bullets,
babies, and bath water: Literature response groups in a balanced literacy
program. The Reading Teacher, 52(2), 114-124.
Wharton-McDonald, R., Rankin, J.,
Mistretta, J., & Ettenberger, S. (1997). Effective primary-grades literacy
instruction = Balanced literacy instruction. The Reading Teacher, 50(6),
518-521.
Topic 4:
Early Literacy
Kiel, J. (1998).
How language is learned: From birth through the elementary years and beyond. In
Weaver, C. (Ed.), Lessons to share on
teaching grammar in context. (pp. 1-17). Portsmouth, NH: Heinemann.
Whitmore, K. F., Martens, P., Goodman, Y. M. & Owocki,
G. (2004). Critical lessons
from the transactional perspective
on early literacy research. Journal of
Early Childhood Literacy, 4(3), 291-325.
Pressley,
M. (2001). Effective beginning reading instruction. Executive Summary and
Paper Commissioned by the National Reading Conference. Chicago,
IL: National Reading Conference.
Purcell-Gates, V. & Duke, N. (2007). Learning to read
and write genre-specific text:
Roles of authentic experience and
explicit teaching. Reading Research
Quarterly, 42(1), 8-45.
Topic 5:
Response to
Literature
Beach, R. & Hynds, S. (1991). Research on response to
literature. In Barr, R.,
Kamil, M. L., Mosenthal, P. B.,
& Pearson, P. D. (Eds.). Handbook of
Reading Research, vol II. (pp. 453-489). New York: Longman.
Harris, V. J. & Willis, A. I. (2003). Multiculturalism,
literature, and curriculum issues. In
Flood, J., Lapp, D., Squire, J.R.,
& Jensen, J. M. (Eds.) Handbook of
research on
teaching
the English language arts, (2nd ed.).(pp. 825-834). Mahwah, NJ:
Lawrence Ehrlbaum Associates,
Publishers.
Marshall, J.
(2000). Research on Response to Literature. In Kamil, M. L., Mosenthal, P. B.,
Pearson, P. D., Barr, R. (Eds.) Handbook
of reading research, volume III. (pp. 381-402). Mahwah, NJ: Lawrence
Ehrlbaum Associates, Publishers.
Rosenblatt, L. (2003). Literary theory. In Flood, J., Lapp,
D., Squire, J. R., & Jensen, J.
M. (Eds.) Handbook of research on teaching the English language arts (2nd
ed.). (pp. 67-73). Mahwah, NJ: Lawrence Ehrlbaum and Associates, Publishers.
Topic 6:
Writing Instruction,
Spelling, Grammar
Hillocks, Jr., G.
& Smith, M. W. (2003). Grammars and literacy learning. In Flood, J., Lapp,
D., Squire, J. R., Jensen, J. M. (Eds.) Handbook of research on teaching the
English language arts, 2nd ed. (pp.721-737). Mahwah, NJ: Lawrence Erlbaum
Associates, Publishers.
Landrum, J. E. (2007). Students: Do experts follow the rules
you’re taught? Journal of
Teaching
Writing, 23(1), 1-16.
Templeton, S.
& Morris, D. (2000). Spelling. In Kamil, M. L., Mosenthal, P. B.,
Pearson, P. D., & Barr, R. (Eds.) Handbook of reading research, volume
III. (pp. 525-543). Mahwah, NJ: Lawrence Ehrlbaum Associates,
Publishers.
Pearson, P. D., & Barr, R. (Eds.) Handbook of reading research, volume
III. (pp. 525-543). Mahwah, NJ: Lawrence Ehrlbaum Associates,
Publishers.
Weaver, C. (1996). Teaching grammar in the context of
writing. The English Journal,
85(7),
15-24.
Topic 7:
Assessment
Frey, N. &
Hiebert, E. H. (2005). Teacher-based assessment of literacy learning. In Flood,
J., Lapp, D., Squire, J. R., & Jensen, J. M. (Eds.) Handbook of research on teaching the English language arts (2nd
ed.). (pp. 608-618). Mahwah, NJ: Lawrence Ehrlbaum and Associates,
Publishers.
Goodman, Y.
(2005). Informal methods of evaluation. In Flood, J., Lapp, D., Squire, J. R.,
& Jensen, J. M. (Eds.) Handbook of
research on teaching the English language arts (2nd ed.). (pp. 600-607).
Mahwah, NJ: Lawrence Ehrlbaum and Associates, Publishers.
Johnston, P. & Costello, P. (2005). Principles for
literacy assessment, Reading Research
Quarterly,
40(2), 256–267.
Ketter, J. & Pool, J. (2001). Exploring the impact of a
high-stakes direct writing
assessment in two high school
classrooms. Research in the Teaching of
English, 35(3), 344-393.
Topic 8:
Adolescent Literacy
Alvermann, D. E. (2001). Effective literacy instruction for
adolescents. Executive
Summary and Paper Commissioned by
the National Reading Conference. Chicago, IL: National Reading Conference.
Biancarosa, C.,
& Snow, C. E. (2006). Reading next – A vision for action and research in
middle and high school literacy: A report to Carnegie corporation of New York
(2nd ed.). Washington, DC: Alliance for Excellent Education.
Graham, S., &
Perin, D. (2007). Writing next: Effective strategies to improve writing of
adolescents in middle and high schools – A report to Carnegie Corporation of
New York. Washington, DC: Alliance for Excellent Education
Lewis, C. (1999). Teaching literature to adolescents. Reading Research Quarterly, 34(1),
114-127.
Topic 9:
Content Area Literacy
Fordham, N. W. (2006). Crafting questions that address
comprehension strategies in
content reading. Journal of Adolescent and Adult Literacy, 49(5),
390-396.
Neufeld, P. (2005/2006). Comprehension instruction in
content area classes. The Reading
Teacher
59(4), 302-312.
Raphael, T. E. & Au, K. H. (2005). QAR: Enhancing
comprehension and test taking
across grades and content areas. The Reading Teacher, 59(3), 206-221.
Topic 10:
Bilingual education
and English as a Second Language
Ernst-Slavit, G., Moore, M. & Maloney, C. (2002).
Changing lives: Teaching English and
literature to ESL students. Journal of Adolescent & Adult Literacy,
46(2), 116-128.
Gerseten, R.,
Baker, S. K., Shanahan, T., Linan-Thompson, S., Collins, P., & Scarcella,
R. (2007). Effective literacy and English
language instruction for English learners in the elementary grades: A practice
guide (NCEE 2007-4011). Washington, DC: National Center for Education
Evaluation and Regional Assistance, Institute of Education Sciences, U.S.
Department of Education. Retrieved from http://ies.ed.gov/ncee.
Reyes, I. (2006). Exploring connections between emergent
biliteracy and bilingualism.
Journal
of Early Childhood Literacy, 6(3), 267-292.
Topic 11:
Multiliteracies
New London Group (1996). A pedagogy of multiliteracies:
Designing social futures.
Harvard
Educational Review, 66(1), 60-92.
Chandler-Olcott, K. & Mahar, D. (2003). Adolescents’ anime-inspired “fanfictions”: An
exploration of Multiliteracies. Journal of Adolescent & Adult Literacy,
46(7), 556-566.
Chandler-Olcott, K. & Mahar, D. (2003). "Tech-Savviness"
meets Multiliteracies:
Exploring
adolescent girls' technology-mediated literacy practices. Reading Research Quarterly, 38(3), 356-385.
Kist, W. (2000). Beginning to create the new literacy
classroom: What does the new
literacy look like? Journal of Adolescent & Adult Literacy,
43(8), 710-718.
Lewis, C. & Fabos, B. (2005). Instant messaging,
literacies, and social identities. Reading
Research
Quarterly, 40 (4), 470–501.
Ranker, J.
(2007). Designing meaning with multiple media sources: A case
study of an eight year old student's writing processes. Research in the
Teaching of English, 41(4), 402-435.
study of an eight year old student's writing processes. Research in the
Teaching of English, 41(4), 402-435.
Ranker, J.
(2007). A new perspective on inquiry: A case study of digital video production.
English Journal, 97(1), 77-82.
Topic 12:
Poverty and Deficit Thinking
[See http://rubypayneiswrong.blogspot.com/
for an updated listing of research/resources debunking Payne's deficit view.]
Journal of Educational
Controversy
Volume 4, Number 1, Winter 2009
The Hidden Dimensions of Poverty: Rethinking Poverty and
Education
*Bomer, R., Dworin, J. E., May, L., & Semingson, P. (2008). Miseducating teachers about the poor: A critical analysis of Ruby Payne's claims about poverty. Teachers College Record, 110(11).
Dworin, J. E.,
& Bomer, R. (2008, January). What we all (supposedly) know about the poor:
A critical discourse analysis of Ruby Payne’s “Framework.” English Education, 40(2). 101-121.
Dudley-Marling,
C. (2007). Return of the deficit. Journal
of Educational Controvery, 2(1). Available on-line: http://www.wce.wwu.edu/Resources/CEP/eJournal/v002n001/a004.shtml.
*Gorski, P.
(2006, February 9). The classist underpinnings of Ruby Payne’s Framework. Teachers College Record.
Gorski, P. (2008,
April). The myth of the “culture of poverty.” Educational Leadership, 65(7). 32-36.
*Ng, J. C., &
Rury, J. L. (2006, July 18). Poverty and education: A critical analysis of the
Ruby Payne phenomenon. Teachers College
Record.
*See the Payne response and two counter-responses from TCR
(included in your Topic 12 folder).
Payne, R.K.
(2009). Using the lens of economic class to help teachers understand and teach
students from poverty: A response. Teachers
College Record, Date Published: May 17, 2009, http://www.tcrecord.org ID
Number: 15629, Date Accessed: 5/21/2009 1:52:39 PM.
Bomer, R.,
Dworin, J. E., May, L., & Semingson, P. (2009, June 3). What’s wrong with a
deficit perspective? Teachers College
Record, Date Published: June 03, 2009 http://www.tcrecord.org ID Number:
15648, Date Accessed: 6/12/2009 8:39:17 AM.
Gorski, P. (2006,
July 19). Responding to Payne’s response. Teachers
College Record, Date Published: July 19, 2006 http://www.tcrecord.org ID
Number: 12605, Date Accessed: 6/12/2009 8:37:26 AM.
Thomas, P. L.
(2009). Shifting from deficit to generative practices: Addressing impoverished
and all students. Teaching Children of
Poverty, 1(1). http://journals.sfu.ca/tcop/index.php/tcop/issue/view/1
EDRD 640 Assignments
Course Projects and Assignments
Participation – 25%
This is a discussion-based course so coming to class prepared to discuss the readings and activities is important. Please prepare a one-page writing discussing connections, tensions, and questions you have about the readings.
Book Critique – 15% [click link for guidelines]
Midterm – 15%
Candidates will identify a current issue in literacy education that is misunderstood by the public and then draft a public commentary (750-1250 words) with hyperlinks to research/evidence to clarify the topic. See as examples:
http://radicalscholarship.wordpress.com/
http://wrestlingwithwriting.blogspot.com
http://blogs.edweek.org/edweek/Bridging-Differences/
http://blogs.edweek.org/teachers/living-in-dialogue/
http://blogs.edweek.org/teachers/teacher_in_a_strange_land/
http://shankerblog.org/
http://schoolfinance101.wordpress.com/
http://www.washingtonpost.com/blogs/answer-sheet
Literature Review – 45% [click link for guidelines]
EDRD 750 Assignments
EDRD 750 Assignments
• Candidates will be required to read assigned texts and prepare eJournals to that reading before scheduled discussions of those topics in class. An e-journal should be emailed to the professor before each class session with the candidate’s response in the body of the email. Additional reading and responses may be required throughout the course.
• Candidates will identify a current issue in education that is misunderstood by the public and then draft a public commentary (750-1250 words) with hyperlinks to research/evidence to clarify the topic. See as examples: http://wrestlingwithwriting.blogspot.com/p/books-by-p-l-thomas.html; http://blogs.edweek.org/edweek/Bridging-Differences/; http://blogs.edweek.org/teachers/living-in-dialogue/; http://blogs.edweek.org/teachers/teacher_in_a_strange_land/; http://shankerblog.org/; http://schoolfinance101.wordpress.com/; http://www.washingtonpost.com/blogs/answer-sheet
• Candidates will be placed in groups. Each group will be asked to select and to evaluate a major research publication—a published book, a dissertation, several issues of a research-based journal, or some other publication approved by the professor. Each group will present on their evaluation in a 15-minute presentation; this presentation should be accompanied by appropriate technology support and adequate materials for the rest of the class.
• In a workshop setting, each candidate will draft an original essay to be submitted to a scholarly journal at the completion of the course. This assignment must include drafting during class meetings, self- and peer editing in workshop settings, sharing drafts with the professor, researching potential journals for submission, and submitting the work to the professor in the format required in that professional submission.
REVISED EDRD 750 Schedule
| Dates | Topics | Assignments |
| June 14-17 | • Discuss Liberating • Establish group for research evaluation • Investigate publication opportunities • Workshop | • 6/15, Chs. 1-2 • 6/16, Chs. 3-4 • 6/17, Chs. 5-6 |
| June 21-24 | • Discuss Reading Educational Research • Group work • Workshop submissions | • 6/21, Intro., Ch. 1 • 6/22, Ch. 2 • 6/23, Ch. 3 • 6/24, Ch. 4, Summing Up |
| June 28-30, July 1 | • Group work • Workshop submissions | |
| July 5-8 | • Group work • Workshop submissions | • 7/8, All work DUE • 7/8 Group presentation |
EDRD 640 Tentative Schedule
Dates
|
Topics
|
Assignments
|
June 8-9
|
6/8—Introduction to course; select and organize course readings
Retain to Impede: When Reading Legislation Fails (Again)
Florida Retention Policy a Blight on Literacy, Children across US Confirmed: SC Implementing Retain to Impede Grade Retention Research
6/9—Discuss book critique; explore books to read; Topic 1: Historical Perspective
|
Read appropriate texts related to topics BEFORE class meetings.
|
June 12-16
|
6/12— Topic 2: Reading First and NCLB
6/13— Topic 3: Balanced Literacy 6/14— Topic 4: Early Literacy
6/15— Topic 5: Response to Literature
6/16— Topic 6: Writing Instruction, Spelling, Grammar
|
Read appropriate texts related to topics BEFORE class meetings.
|
June 19-23
|
6/19—Midterm
6/20— Topic 7: Assessment
6/21— Topic 8: Adolescent Literacy
6/22— Topic 9: Content Area Literacy
6/23—Topic 10: Bilingual education andEnglish as a Second Language
|
Read appropriate texts related to topics BEFORE class meetings.
|
June 26-June 29
|
6/26— Topic 11: Multiliteracies
6/27— Topic 12: Poverty and Deficit Thinking
6/28—Share: Book Critique
Share: Literature Review
6/29—All assignments due |
Read appropriate texts related to topics BEFORE class meetings.
All assignments due by 6/29/2017
|
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