Literaturnachweis - Detailanzeige
| Autor/inn/en | Sailors, Misty; Manning, Logan |
|---|---|
| Titel | Justice-oriented literacy coaching. Toward transformative teaching. |
| Quelle | New York, NY: Routledge (2020), 135 S. |
| Beigaben | Illustrationen; Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | online; gedruckt; Monographie |
| ISBN | 9780429025174; 0429025173; 9780429655777 (EPUB); 0429655770 (EPUB); 9780429653339 (E-Book (Mobi)); 0429653336 (E-Book (Mobi)); 9780367111717 (gebundene Ausgabe); 0367111713 (gebundene Ausgabe); 9780367111755 (Taschenbuch); 0367111756 (Taschenbuch); 9780429658211; 0429658214 |
| Schlagwörter | Literacy; Anthologie; Study and teaching; Language arts teachers; Training of; Professeurs d'arts du langage; Formation; EDUCATION; General; Elementary; Erziehung |
| Abstract | Cover; Half Title; Title Page; Copyright Page; Dedication; Table of Contents; List of Figures; Part 1: Introduction to Justice-Oriented Coaching; Invitation to the Learning Space: Words Matter; Disrupting Traditional Models of Literacy Coaching ₂ Moving Toward Justice-Oriented Literacy Coaching and Leadership; Peering Into Praxis: Meeting Nina and Contextualizing Her Work Space; Organization of the Book; Overview of the Big Ideas; Part 2: What Is the Role of Professional Learning in Reimagining More Socially Just Schools?.; Step into Nina's Coaching Space: How One Literacy Leader Organizes for Justice-Oriented Professional LearningPeering Into Praxis: How Nina Plans for a Year of Professional Learning with Teachers; Step into Isabella's Learning Space: "We All belong Here"; Praxis to Theory: Disrupting Power and Authority between Teachers and Justice-Oriented Literacy Coaches; Praxis to Research: Juxtaposing Justice-Oriented Literacy Coaching with Traditional Models of Professional Development; Part 3: What Role Does the Text Environment Play in Disrupting Hegemonic Practices?.; Step into Melissa's Learning Space: Intentionally Using Texts to Disrupt HegemonyStep into Emma's Learning Space: Texts as Collaborators in the Disruption of What "Counts" as Family; Peering Into Praxis: How Nina Uses Texts to Disrupt Hegemonic School Practices during Professional Learning with Teachers; Praxis to Theory: Texts as Part of a "Community of Practice"; Praxis to Research: Juxtaposing "Texts as Collaborators" with Traditional Ways of Thinking; Part 4: What Is the Role of Literacy Instruction in Creating a More Justice-Oriented Society?.; Peering Into Praxis: How Nina Supports Teachers in the Presence of Mandated Literacy CurriculumStep into Fatima's Learning Space: How One Sixth-Grade Teacher Organizes a Justice-Oriented Learning Space in the Presence of a Highly Prescribed Reading and Writing Curriculum; Peering Back Into Praxis: How Nina Continues to Support Teachers; Praxis to Theory: Using Our Radical Imagination to Rethink Learning Spaces; Praxis to Research: Juxtaposing Justice-Oriented Coaching and Teaching with "Best Practices.; Part 5: How Can I Reframe My Coaching Toward a Justice-Oriented Perspective, and What Role Does the Community Play in That Reframing?Step Out of the Classroom and into the Larger Community Context: Planning a "Community Impact Literacy Event"; Peering Into Praxis: How Nina Organizes for Professional Learning that Connects Teachers to the Communities; Praxis to Theory: Imagining Schools as Places Where Teachers Engage in the Funds of Knowledge of Youth; Praxis to Research: Creating Permeable Learning Spaces that Celebrate Community Literacies; Author Biographies; Index. This book explores notions of justice-oriented literacy coaching and offers a way of being in the world with young people, teachers, and communities that centers transformative coaching, teaching, and learning. It is intended to disrupt the traditional and historical positioning of literacy coaches in schools today. Through the lens of social justice and liberatory education, Sailors and Manning begin a dialogue with literacy coaches to help them reconsider their own roles and positions as agents of change in schools. Using vignettes and stories to illustrate potential paths into emancipatory literacy learning environments, the authors present literacy as a socially-situated act of meaning-making. Accessible and inviting, this book provides pragmatic tools for literacy leaders to embody social justice, to grapple with big social concepts, to imagine possibilities, and to stimulate creative thinking with the teachers at their schools and with the students in their classrooms. Intended for literacy coaches in grades K-6 and graduate students in literacy education, this book includes a wealth of resources and examples from real-world contexts, as well as spaces for the reader to interact and engage with the text through journaling and self-reflection. |
| Erfasst von | Library of Congress, Washington, DC |
| Update | 2023/2/05 |
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