Lisa Scherff

Susan L. Groenke

Each chapter opens with an introduction to and description of a different popular genre or award category of YA lit---science fiction, realistic teen fiction, graphic novels, Pura Belpre award winners, nonfiction texts, poetry, historical YA fiction---and then offers suggestions within that genre for whole-class instruction juxtaposed with a young adult novel more suited for independent reading or small-group activities. Groenke and Scherff present a variety of activities for differentiated instruction for the novel they've chosen for whole-class study, and provide an appendix of titles, by genre, that interest adolescent readers. This book helps English teachers address the different reading needs and strengths adolescents bring to our classrooms. Highlighting some of the best young adult literature published since 2000, this book shows that YA lit is for all students and deserves a more central place in secondary literature instruction.

Teaching YA Lit Through Differentiated Instruction

Mike Daria

Why do new teachers change schools or leave the profession? Stories from Novice Teachers: This is Induction? attempts to address this question. In this book, we feature the stories of a dozen novice teachers and how they were, or were not, mentored or inducted by their schools. Using data collected over a three-year period-close to 1,000 emails and face-to-face interviews, the cases presented in this book can inform school principals and district-level administrators of the situations that promote or hinder new teacher growth so that we can lower attrition rates and foster student achievement. The cases presented in this book range from problems in the faculty lounge to unsupportive colleagues to "too much" induction.

This is Induction?

Stories from Novice Teachers

Wayne Sawyer

Andrew Goodwyn

Cal Durrant

Don Zancanella

The seminal Dartmouth Conference (1966) remains a remarkably influential moment in the history of English teaching. Bringing together leading voices in contemporary English education, this book celebrates the Conference and its legacy, drawing attention to what it has achieved, and the questions it has raised. Encompassing a multitude of reflections on the Dartmouth Conference, The Future of English Teaching Worldwide provides fresh and revisionist readings of the meeting and its leading figures. Chapters showcase innovative and exciting new insights for English scholars, and address both theoretical and practical elements of teaching English in a variety of settings and countries. Covering topics including the place of new media in English curricula, the role of the canon, poetry and grammar, the text is divided into three accessible parts: Historical perspectives Dartmouth today: why it still matters Reflections: but for the future. This powerful collection will be of value to researchers, postgraduate students, literature scholars, practitioners, teacher educators, trainee and in-service teachers, as well as other parties involved in the teaching and study of English.

Celebrating 50 Years From the Dartmouth Conference

The Future of English Teaching Worldwide

Jacqueline Manuel

Rachel Roberts

The fourth volume in the successful IFTE series provides an international perspective on the knowledge and professional development of the English teaching workforce. It provides a state-of-the-art review of English teaching and teachers and how they are developed over time. With contributions from leading scholars around the world, this volume is divided into four sections that follow the journey of an English teacher from being a student, to the latter stages of professional development and becoming a teacher. It sheds light on how different elements such as school culture, professional development, higher-level qualifications, professional associations and government policies contribute or detract from retention and job satisfaction. International Perspectives on English Teacher Development serves as ideal reading for the research and teacher education community along with teachers and student teachers globally.

From Initial Teacher Education to Highly Accomplished Professional

International Perspectives on English Teacher Development

Louann Reid

Literature teaching remains central to the teaching of English around the world. This edited text brings together expert global figures under the banner of the International Federation for the Teaching of English (IFTE). The book captures a state-of-the-art snapshot of leading trends in current literature teaching, as well as detailing predicted trends for the future. The expert scholar and leading teacher contributors, coming from a wide range of countries with fascinatingly diverse approaches to literature teaching, cover a range of central and fundamental topics: literature and diversity; digital literatures; pedagogy and reader response; mother tongues; the business of reading; publishers, adolescent fiction and censorship; assessing responses to literature; the changing definitions of literature and multimodal texts. The collection reviews the consistently important place of literature in the education of young people and provides international evidence of its enduring value and contribution to education, resisting the functionalist and narrowly nationalist perspectives of misguided government authorities. International Perspectives on the Teaching of Literature in Schools will be of value to researchers, PhD students, literature scholars, practitioners, teacher educators, teachers and all those in the extensive academic community interested in English and literacy around the world.

Global Principles and Practices

International Perspectives on the Teaching of Literature in Schools

Karen Spector

The authors in this edited volume reflect on their experiences with culturally relevant pedagogy-as students, as teachers, as researchers-and how these experiences were often at odds with their backgrounds and/or expectations.

Clashes and Confrontations

Culturally Relevant Pedagogy

In Culture, Relevance, and Schooling: Exploring Uncommon Ground, Lisa Scherff, Karen Spector, and the contributing authors conceive of culturally relevant and critically minded pedagogies in terms of opening up new spatial, discursive, and/or embodied learning terrains. Readers will traverse multiple landscapes and look into a variety of spaces where attempts to tear down or build up pedagogical borders based upon socially-just design are underway. In disciplines ranging from elementary science, to high school English, to college kinesiology, the contributors to this volume describe their attempts to remake schooling in ways that bring hope and dignity to their participants.

Lisa Scherff

Books

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