Carbondale : Southern Illinois University Press, 
Book — 1 online resource (vii, 214 pages)
Acknowledgments Introduction: Writing Studies, Policy Regimes, and Public Education Policies
1. Regime Change: An Overview of NCTE's Policy Advocacy from ESEA to A Nation at Risk
2. NCTE's Critique of the Draft of the Common Core English Language Arts Standards
3. An Analysis of Dual Enrollment Policy from a Regime Perspective
4. Experiencing Policy on the Ground: A Case Study of Midwest High
5. Politically Kairotic Approaches to Effecting Accountability-Based Literacy Policies Notes Works Cited Index.
(source: Nielsen Book Data)
Engaging education policy from kindergarten to college Author Tyler S. Branson argues that education reform initiatives in the twentieth century can be understood in terms of historical shifts in the ideas, interests, and governing arrangements that inform the teaching of writing. Today, policy regimes of "accountability" shape education reform programs such as Common Core in K-12 and Dual Enrollment in postsecondary institutions. This book reopens the conversation between policy makers and writing teachers, empirically describing the field's institutional/historical relationship to policy and the ways teachers work on a daily basis to carry out policy. Federal and state accountability policy significantly shapes classrooms before teachers even enter them, but Branson argues the classroom is where teachers leverage disciplinary knowledge about writing to bridge, partner with, support, and sometimes resist education policies. Branson deftly blends policy critique, archival analysis, and participant observation to offer the first scholarly treatment of the National Council of Teachers of English (NCTE) Washington Task Force as well as a rare empirical study of a dual enrollment course offered in a high school. This book's macro-and-micro-level analysis of education policy reveals how writing teachers, researchers, and administrators can strengthen their commitments to successfully teaching their students across all levels of education, while deepening their understanding of the ways education policy helps-and hinders-those commitments. (source: Nielsen Book Data)
Contents: Mary Huffstetter: Creating Illustrations and Text during Writing Workshop (Kindergarten) - Susan V. Bennett/AnnMarie Alberton Gunn: Exploring Identity through Word Choice: Using Multicultural Literature to Create Connections (Kindergarten) - Susan Constable: Not Your Grandmother's Writing Lesson: Teaching Concepts and Conventions through Digital Interactive Writing (First Grade) - Kathleen M. Alley: Using Mentor Texts to Write Personal Narrative Small Moment Stories (First Grade) - Susan Torpey: Graphic Organizer or Fill-in-the-Blank Exercise: Teaching Expository Text Structures Using Fictional Characters (First Grade) - Jacqueline Hickey/Susan Constable: Telling Our Stories: Blogging with Primary English Language Learners (First Grade) - Vanessa Minick: Three Reasons Why: Teaching Writing through Repetitive Text Structures (Second Grade) - Melinda McConnaughhay Adams: "There's no electricity in Cracker Country": Writing from Experience (Second Grade) - Carrie Blosser Scheckelhoff: "I HATE writing!": The Role of Applied Phonics and Teacher Conferences in Composition (Second Grade) - Audra K. Parker/James L. Welsh: Too Many Traits, Too Much Time: Trying to Teach Writing with Technology (Third Grade) - Margaret B. Krause/Aimee Frier/Rebecca Lovering Powell: A Mexican Party in the Sky: Glitches in Composing with Digital Media and Disciplinary Content (Third Grade) - Mary Virginia Feger: The Writing Runaround: Using Explicit Instruction to Teach Ideas and Organization through Modeled Writing (Fourth Grade) - Steven Hart: "This isn't what we normally do": Test Preparation and the Teaching of Writing (Fourth Grade) - Ruth Sylvester: "Honey, what does that mean?": Conferencing with a Struggling Writer (Fourth Grade) - Coleen Daniels: Hot and Spicy Words: Motivating Writing and Vocabulary Development (Fifth Grade) - Patriann Smith/Aimee Frier/Jenifer Jasinski Schneider: Negotiating American History: Bilingual Learners Collaboratively Compose Information Texts (Fifth Grade) - Matthew U. Blankenship/Erin E. Margarella/Jenna Thomas/Amber Holmberg/Jenifer Jasinski Schneider: Cloudy or Cumulus: Collaborative Composition and Storyboarding to Produce Print and Digital Science Texts (Fifth Grade) - Stephanie M. Bennett: The Rights to Write: How the Constitutional Convention Helped Students Compose (Sixth Grade) - Deborah Kozdras: Getting a Clue: Textual Toys and Shifting Designs for Digital Composition (Sixth Grade).
(source: Nielsen Book Data)
Casework in K-6 Writing Instruction is a collection of teaching cases that feature real teachers, real students, and real examples of K-6 writing instruction. Using student/teacher dialogue and reader-friendly narration, each case author describes a teacher's use of print and/or media-based tools to teach students how to write for literacy and disciplinary purposes. Rather than focusing on one particular method, this book features multiple methods, such as writing workshop, 6+1 Traits, and balanced literacy, presented through authentic classroom examples. The book includes a view of writing instruction across grade levels, disciplines, and contexts. Current and future classroom teachers will be interested in the practical application and various viewpoints presented throughout the book. Casework in K-6 Writing Instruction could be used in teacher study groups, professional learning communities, undergraduate courses, Masters courses, and professional development seminars at the local, national, and international levels. (source: Nielsen Book Data)