Taylor & Francis Literacy Teacher Education: Principles and Effective Practices

Few resources exist to give literacy teacher educators a comprehensive view of effective, innovative practices in their field, making this uniquely practical volume an important addition to the literature. Each chapter describes research findings and pedagogical methods, with an emphasis on what teachers really need to know to succeed. Woven into the text are more than 30 detailed activities and assignments to support teacher development, written by outstanding teacher educators. Links to professional teaching standards and the Common Core State Standards are highlighted throughout. Supplemental materials, including forms, checklists, and handouts, can be downloaded and printed in a convenient 8 1/2 x 11 size. Review “Much of the art of teacher education is deciding how to design learning experiences where teachers actively engage with and reflect upon the content being shared. This book offers a rare glimpse into successful practices that fellow teacher educators use when teaching or designing professional learning opportunities. Readers will be eager to immediately implement several practices from the book.”--Denise N. Morgan, PhD, Department of Teaching, Learning, and Curriculum Studies, Kent State University“Aspiring teachers deserve high-quality instruction. When future teachers learn in ways that are consistent with best practices and research, they are more likely to engage their students in this type of learning. This book is filled with practical and authentic ideas for engaging the next generation of teachers in activities and lessons that build their instructional repertoires. Teacher educators will find this book useful for helping educators find their voice as they develop their art of teaching.”--Douglas Fisher, PhD, Department of Educational Leadership, San Diego State UniversityThis is an excellent text for master's-level courses such as 'Organization and Supervision of Reading Programs.' Each chapter provides the latest pedagogical and content literacy knowledge. The detailed assignments in the book scaffold practitioners to demonstrate their understandings in class and to conduct workshops with teachers at their schools. This book serves as a natural bridge to becoming a literacy coach.--Joyce C. Fine, EdD, Department of Teaching and Learning, Florida International University -A timely publication useful for teachers, administrators, teacher educators, and literacy professionals. The book was written by three professionals with extensive theoretical and practical backgrounds and experiences in the field….Recommended. Graduate students, faculty, and practitioners.--Choice Reviews, 7/1/2015 About the Author Deborah G. Litt, PhD, is Associate Professor of Education at Trinity University in Washington, D.C., where she directs the Reading Program and teaches courses in literacy learning, instruction, and assessment to preservice and inservice teachers. Earlier in her career she worked as an independent consultant introducing Writer’s Workshop to schools in the D.C. metropolitan area, and then for ten years as a Reading Recovery teacher and reading specialist in Title 1 schools. Her current research interests include emergent and early reading, reading difficulties, and literacy teacher education.Susan D. Martin, PhD, is Professor in the Literacy Department at Boise State University. She has taught a range of literacy courses, including courses dedicated to writing/writing instruction at undergraduate and graduate levels. She was an elementary classroom teacher for eighteen years and still spends one day a week in a partner school, working with teacher candidates, mentor teachers, and others. Her research interests include writing teacher education, classroom writing instruction, and self-study of her teacher education practices.Nancy A. Place, PhD, is Associate Professor of Education and Associate Director of the Education Program at University of Washington, Bothell. O