Anne Haas Dyson's Books

The Brothers and Sisters Learn to Write

Popular Literacies in Childhood and School Culture

By: Anne Haas Dyson

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The Brothers and Sisters Learn to Write

Popular Literacies in Childhood and School Culture

By: Anne Haas Dyson

Building on her groundbreaking work in Writing Superheroes, Anne Dyson traces the influence of a wide-ranging set of “textual toys” from children’s lives—church and hip–hop songs, rap music, movies, TV, traditional jump-rope rhymes, the words of professional sports announcers and radio deejays—upon school learning and writing. Wonderfully rich portraits of five African American first–graders demonstrate how children’s imaginative use of wider cultural symbols enriches their school learning. Featuring lively and engaging vignettes of children who are often left behind by our educational system, this book: Provides a detailed view of written language development from inside a particular childhood culture.Shows that children bring a rich folk culture to school and demonstrates how they “remix” their cultural references to accommodate school tasks such as writing.Turns the traditional educational view inside out by starting from inside a child’s culture and looking out toward the demands of school, rather than starting on the outside of the child and looking in.Provides concrete examples of how children’s cultural literacy practices translate into classroom practices and, in turn, into practices of academic success. “The most significant work that has ever been done in this area. It is superior in every respect and Anne Dyson writes like a dream.” —Tom Newkirk, University of New Hampshire “This book is unique in that it features students who draw on the cultural experiences of the Black church, sister and brother play–family games, rap, and Black popular music. It should be ideal in courses on literacy learning.” — Arnetha Ball, School of Education, Stanford University

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265

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Teachers College Press

Published Date

ISBN 10

0807776564

ISBN 13

9780807776568

The Brothers and Sisters Learn to Write

Popular Literacies in Childhood and School Cultures

By: Anne Haas Dyson

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The Brothers and Sisters Learn to Write

Popular Literacies in Childhood and School Cultures

By: Anne Haas Dyson

Here, Anne Dyson traces the influence of a wide-ranging set of "textual toys" from children's lives - church and hip-hop songs, rap music, movies, TV, traditional jump-rope rhymes, the words of professional sports announcers and radio deejays - upon school learning and writing.

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256

Published Date

ISBN 10

0807742813

ISBN 13

9780807742815

On the Case

By: Anne Haas Dyson,Celia Genishi

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On the Case

By: Anne Haas Dyson,Celia Genishi

In this seminal book on the construction of case studies in the field of language and literacy, the authors consider in detail what it means to be "on the case". They evaluate the basic assumptions that ground a qualitative approach to case study methodology, the decisions entailed in designing a case study, and the possibilities and challenges of data collection and analysis. For the novice researcher, this book is an essential manual on how to design and carry out a case study. For the experienced researcher, this book offers fresh insights into the theoretical issues that underpin qualitative case study research. On the Case features examples from the authors' research with young children and their teachers, demonstrating how any school and any classroom can present a plethora of potential "cases".

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166

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Teachers College Press

Published Date

ISBN 10

0807745979

ISBN 13

9780807745977

Writing the School House Blues

Literacy, Equity, and Belonging in a Child's Early Schooling

By: Anne Haas Dyson

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Writing the School House Blues

Literacy, Equity, and Belonging in a Child's Early Schooling

By: Anne Haas Dyson

This ethnographic study of a young African American boy's educational trajectory from Pre-K to second grade, examining how a district mandate to desegregate its schools altered the school-based experiences of Ta'Von and his fellow students. Taking a sociocultural perspective, the book examines the relationship between integration and social inclusion/exclusion, arguing that desegregation is not sufficient to create a truly inclusive schooling system. Citing instances of persistent inequality based on race, class, and gender, Dyson outlines how literacy, while complicit in both creating and magnifying these types of inequality/exclusion, can also be a powerful tool for remediating them and thereby creating truly inclusive spaces"--

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193

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Teachers College Press

Published Date

ISBN 10

0807765775

ISBN 13

9780807765777

Children, Language, and Literacy

Diverse Learners in Diverse Times

By: Celia Genishi,Anne Haas Dyson

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Children, Language, and Literacy

Diverse Learners in Diverse Times

By: Celia Genishi,Anne Haas Dyson

Synopsis: In their new collaboration, Celia Genishi and Anne Haas Dyson celebrate the genius of young children as they learn language and literacy in the diverse contexts that surround them. Despite burgeoning sociocultural diversity, many early childhood classrooms (pre-K to grade 2) offer a "one-size-fits-all" curriculum, too often assessed by standardized tests. In contrast, the authors propose diversity as the new norm. They feature stories of children whose language learning is impossible to standardize, and they introduce teachers who do not follow scripts but observe, assess informally, respond to, and grow with their children. Among these children are rapid language learners and those who take their time to become speakers, readers, and writers at "child speed." All these learners, regardless of tempo, are often found within the language-rich contexts of play.

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301

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Teachers College Press

Published Date

ISBN 10

0807771171

ISBN 13

9780807771174

The Brothers and Sisters Learn to Write

Popular Literacies in Childhood and School Culture

By: Anne Haas Dyson

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The Brothers and Sisters Learn to Write

Popular Literacies in Childhood and School Culture

By: Anne Haas Dyson

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265

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Teachers College Press

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ISBN 10

0807776564

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9780807776568

Inspiring Dialogue

Talking to Learn in the English Classroom

By: Mary M. Juzwik,Carlin Borsheim-Black,Samantha Caughlan,Anne Heintz

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Inspiring Dialogue

Talking to Learn in the English Classroom

By: Mary M. Juzwik,Carlin Borsheim-Black,Samantha Caughlan,Anne Heintz

Inspiring Dialogue helps new English teachers make dialogic teaching practices a central part of their development as teachers, while also supporting veteran teachers who would like new ideas for inspiring talk in their classrooms. Chapter by chapter, the book follows novice teachers as they build a repertoire of practices for planning for, carrying out, and assessing their efforts at dialogic teaching across the secondary English curriculum. The text also includes a section to support dialogic teacher learning communities through video study and discourse analysis. Providing a thorough discussion of the benefits of dialogic curriculum in meeting the objectives of the Common Core State Standards, this book with its companion website is an ideal resource for teacher development. Book Features: Dialogic tools for step-by-step planning within a lesson, over the course of a unit, or during an entire academic year.A user-friendly, interactive layout designed for new teachers who are pressed for time.Classroom examples addressing the challenges English teachers may face in stimulating rich learning talk in an era of standardization. A companion website with additional examples, activities, and course material. “Real talk. Real classrooms. Real students. The authors of Inspiring Dialogue have given teacher education programs a tool for introducing dialogic teaching in culturally and linguistically diverse classrooms while meeting Common Core State Standards objectives.” —Maisha T. Winn, Susan J. Cellmer Chair in English Education, University of Wisconsin–Madison, author of Girl Time: Literacy, Justice and the School-to-Prison Pipeline “Inspiring Dialogue covers a comprehensive and practical set of tools and strategies for implementing dialogic instruction. . . . It is a program that has been fully tested at Michigan State University in one of the most thorough and carefully crafted teacher education programs nationally.” —From the Foreword by Martin Nystrand, professor emeritus, University of Wisconsin–Madison “One of the most exciting aspects of English language arts is the discussion that can occur in the classroom. For many teachers, however, it is often a struggle to structure and implement real dialogue. Inspiring Dialogue provides specific guidance to encourage authentic conversations between teachers and students with practical advice for implementation.” —Leila Christenbury Chair, Department of Teaching and Learning, Commonwealth Professor, English Education, School of Education, Virginia Commonwealth University Mary M. Juzwik is associate professor of language and literacy in the Department of Teacher Education at Michigan State University (MSU), and co-editor of the journal Research in the Teaching of English. Carlin Borsheim-Black is assistant professor of English language and literature at Central Michigan University (CMU). Samantha Caughlan is an assistant professor of English education in the Department of Teacher Education at MSU. Anne Heintz is an adjunct professor in the Master of Arts in Educational Technology program at MSU.

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177

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Teachers College Press

Published Date

ISBN 10

0807772631

ISBN 13

9780807772638

Writing the School House Blues

Literacy, Equity, and Belonging in a Child’s Early Schooling

By: Anne Haas Dyson

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Writing the School House Blues

Literacy, Equity, and Belonging in a Child’s Early Schooling

By: Anne Haas Dyson

Anne Dyson confronts race and racism head-on with this ethnographic study of a child’s efforts to belong—to be a child among children. Follow the journey of a small Black child, Ta’Von, as he moves from a culturally inclusive preschool through the early grades in a school located in a majority white neighborhood. Readers will see Ta’Von encountering obstacles but finding agency and joy through writing and music-making, especially his love of the blues. Most attempts at desegregating schools are studied by reducing individual children to demographic statistics and test scores. This book, instead, provides a child’s perspective on challenges to classroom inclusion. Ta’Von’s journey demonstrates that it is within children’s peer worlds—formed in response to institutional policies and practices like desegregation initiatives, standardized testing, and a curricular focus on so-called “basic literacy skills”—that inequity becomes part of the experience of childhood. This book examines policies about literacy testing and teaching, including the potential power of the written word and of the arts. “Few researchers have had a career so embedded inside the lives of children in a classroom context as Anne Haas Dyson. This book should be on every literacy researcher’s shelf. It is a culmination of years of Dyson’s relentless fight against deficit framings of children and the deep inequalities that continue to persist in the world.” —Jennifer Rowsell, professor of literacies and social innovation, University of Bristol

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193

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Teachers College Press

Published Date

ISBN 10

0807779784

ISBN 13

9780807779781

Children, Language, and Literacy

Diverse Learners in Diverse Times

By: Celia Genishi,Anne Haas Dyson

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Children, Language, and Literacy

Diverse Learners in Diverse Times

By: Celia Genishi,Anne Haas Dyson

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301

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Teachers College Press

Published Date

ISBN 10

0807771171

ISBN 13

9780807771174

Writing Superheroes

Contemporary Childhood, Popular Culture, and Classroom Literacy

By: Anne Haas Dyson

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Writing Superheroes

Contemporary Childhood, Popular Culture, and Classroom Literacy

By: Anne Haas Dyson

Based on an ethnographic study in an urban classroom of 7- to 9-year olds, Writing Superheroes examines how young school children use popular culture, especially superhero stories, in the unofficial peer social world and in the official school literacy curriculum. In one sense, the book is about children "writing superheroes"-about children appropriating superhero stories in their fiction writing and dramatic play on the playground and in the classroom. These stories offer children identities as powerful people who do battle against evil and win. The stories, however, also reveal limiting ideological assumptions about relations between people-boys and girls, adults and children, people of varied heritages, physical demeanors, and social classes. The book, then, is also about children as "writing superheroes." With the assistance of their teacher, the observed children became superheroes of another sort, able to take on powerful cultural storylines. In this book, Anne Dyson examines how the children's interest in and conflicts about commercial culture give rise to both literacy and social learning, including learning how to participate in a community of differences.

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274

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Teachers College Press

ISBN 10

0807770167

ISBN 13

9780807770160

Educating Emergent Bilinguals

Policies, Programs, and Practices for English Learners, Second Edition

By: Ofelia Garcia,Jo Anne Kleifgen

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Educating Emergent Bilinguals

Policies, Programs, and Practices for English Learners, Second Edition

By: Ofelia Garcia,Jo Anne Kleifgen

This accessible guide introduces readers to the issues and controversies surrounding the education of language minority students in the United States. What makes this book a perennial favorite are the succinct descriptions of alternative practices for transforming our schools and students' futures, such as building on students' home languages and literacy practices, incorporating curricular and pedagogical innovations, using proven-effective approaches to parent engagement, and employing alternative assessment tools.

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257

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Teachers College Press

Published Date

ISBN 10

080775885X

ISBN 13

9780807758854

Social Worlds of Children Learning to Write in an Urban Primary School

By: Anne Haas Dyson

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Social Worlds of Children Learning to Write in an Urban Primary School

By: Anne Haas Dyson

Dyson supports efforts to make literacy curricula accessible to our schools’ socioculturally diverse population. This two-year ethnographic study of K–3 children focuses on six students who would normally be deemed “at-risk” and who do not tell stories in the written language format valued by most early literacy educators. Their literacy learning, particularly their writing development, is portrayed as a social process in a complex social world. Dyson’s key theme is the link between composing a text and composing a place in this social world. “Dyson reconceptualizes classrooms as places for dynamic combinations of critical thinking, humor, growth, and understanding for children and their teachers.” —Harvard Educational Review

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278

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Teachers College Press

Published Date

ISBN 10

0807777269

ISBN 13

9780807777268

On the Case

By: Anne Haas Dyson,Celia Genishi

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On the Case

By: Anne Haas Dyson,Celia Genishi

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166

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Teachers College Press

Published Date

ISBN 10

0807745979

ISBN 13

9780807745977

ReWRITING the Basics

Literacy Learning in Children's Cultures

By: Anne Haas Dyson

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ReWRITING the Basics

Literacy Learning in Children's Cultures

By: Anne Haas Dyson

What are the real “basics” of writing, how should they be taught, and what do they look like in children’s worlds? In her new book, Anne Haas Dyson shows how highly scripted writing curricula and regimented class routines work against young children’s natural social learning processes. Readers will have a front-row seat in Mrs. Bee’s kindergarten and Mrs. Kay’s 1st-grade class, where these dedicated teachers taught writing basics in schools serving predominately low-income children of color. The children, it turns out, had their own expectations for one another’s actions during writing time. Driven by desires for companionship and meaning, they used available linguistic and multimodal resources to construct their shared lives. In so doing, they stretch, enrich, and ultimately transform our own understandings of the basics. ReWRITING the Basics goes beyond critiquing traditional writing basics to place them in the linguistic diversity and multimodal texts of children’s everyday worlds. This engaging work: Illustrates how scripted, uniform curricula can reduce the resources of so-called “at-risk” children.Provides insight into how children may situate writing within the relational ethics and social structures of childhood cultures. Offers guiding principles for creating a program that will expand children’s possibilities in ways that are compatible with human sociability. Includes examples of children’s writing, reflections on research methods, and demographic tables. “Dyson’s ethnographies offer new ways of thinking about writing time and remind us of the importance of play, talk, and social relationships in children’s literacy learning. If every literacy researcher could write like Dyson, teachers would want to read about research! If policymakers took her insights on board, classrooms might become more respectful and enjoyable spaces for literacy teaching and learning that soar way above the basics.” —Barbara Comber, Queensland University of Technology, Australia

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347

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Teachers College Press

Published Date

ISBN 10

0807772550

ISBN 13

9780807772553

Summer Reading

Closing the Rich/Poor Reading Achievement Gap

By: Richard L. Allington,Anne McGill-Franzen

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Summer Reading

Closing the Rich/Poor Reading Achievement Gap

By: Richard L. Allington,Anne McGill-Franzen

Summer reading loss accounts for roughly 80 percent of the rich/poor reading achievement gap. Yet far too little attention is given to this pressing problem. This timely volume now offers not only a comprehensive review of what is known about summer reading loss but also provides reliable interventions and guidance. Written by acknowledged experts and researchers on reading, remedial reading, and special education, this collection describes multiple models of innovative summer reading and book distribution initiatives as well as research-based guidelines for planning a successful summer reading program, including tips on book selection, distribution methods, and direction for crucial follow-up. Most important, the authors clearly show how schools and communities can see greater academic gains for students from low-income families using the methods described in this book than they can from much more costly interventions.

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193

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Teachers College Press

Published Date

ISBN 10

0807758752

ISBN 13

9780807758755

Educating Emergent Bilinguals

Policies, Programs, and Practices for English Language Learners

By: Ofelia García,Jo Anne Kleifgen

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Educating Emergent Bilinguals

Policies, Programs, and Practices for English Language Learners

By: Ofelia García,Jo Anne Kleifgen

This comprehensive and insightful book shows how present educational policies and practices to educate language minority students in the United States ignore an essential characteristictheir emergent bilingualism. Expanding on a popular report supported by the Campaign for Educational Equity (Teachers College), this accessible guide compiles the most up-to-date research findings to demonstrate how ignoring childrens bilingualism perpetuates inequities in their schooling. What makes this book truly useful is that it offers a thorough description of alternative practices that would transform our schools and students futures, such as building on students home languages and literacy practices in schools, curricular and pedagogical innovations, new approaches to parent and community engagement, and adoptive assessment tools.

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193

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Teachers College Press

Published Date

ISBN 10

0807751138

ISBN 13

9780807751138

Writing in the Real World

Making the Transition from School to Work

By: Anne Beaufort

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Writing in the Real World

Making the Transition from School to Work

By: Anne Beaufort

How can we prepare the work-force of tomorrow for the increasing writing demands of the Information Age? Anne Beaufort provides a multidimensional response to this critical question. Offering a vital view of the developmental process entailed in attaining writing fluency in school and beyond, and the conditions that contribute to acquiring such expertise, Beaufort illuminates what it takes to foster the versatility writers must possess in the workplace of the twenty-first century.

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262

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Teachers College Press

Published Date

ISBN 10

0807739006

ISBN 13

9780807739006

From Small Places

Toward the Realization of Literacy as a Human RightToward the Realization of Literacy as a Human Right

By: Jo Anne Wilson-Keenan

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From Small Places

Toward the Realization of Literacy as a Human RightToward the Realization of Literacy as a Human Right

By: Jo Anne Wilson-Keenan

From Small Places: Toward the Realization of Literacy as a Human Right brings together history, theory, research, and practices that can lead to the realization of this right, both in itself, and as a means of achieving other rights.The premise of this book is that this right begins early in life within small places across the world. This idea originates from the words of Eleanor Roosevelt, Chair of the Commission that drafted the Universal Declaration of Human Rights (UDHR):Where, after all, do universal human rights begin? In small places, close to home—so close and so small that they cannot be seen on any map of the world... Unless these rights have meaning there, they have little meaning anywhere.Herein, literacy is viewed as a life-long social process. Literacy includes reading, writing, and new literacies that are evolving along with new technologies.The book includes an examination of the evolution of literacy as a human right from 1948, the time of the writing of the UDHR, to the present. Barriers to the realization of literacy as a human right, including the pedagogy of poverty and pathologizing the language of poor children, are explored. The book also describes theory, research and practices that can serve to dismantle these barriers. It includes research about brain development, language and literacy development from birth to the age of six, and examples of practices and community initiatives that honor, support, and build upon children’s language and literacy./div

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250

Publisher

Springer

Published Date

ISBN 10

9463001360

ISBN 13

9789463001366

Multiple Worlds of Child Writers

Friends Learning to Write

By: Anne Haas Dyson

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Multiple Worlds of Child Writers

Friends Learning to Write

By: Anne Haas Dyson

Based on a two-year study of first graders at a magnet school in the San Francisco Bay Area, Multiple Worlds of Child Writers: Friends Learning to Write provides an important missing link in the study of emergent literacy: the peer group and the classroom contexts that surround it. Using four richly detailed case studies, the author portrays the process through which Margaret, the teacher, and her children form a community, one supported by and supporting of the children’s growth as writers. Dyson offers new perspectives by displaying the quality of life in the classroom through children’s talk, drawings, and writing. The theoretical framework presented here for understanding children’s growth moves what is usually considered background to the foreground for study. Most works on children’s writing stress that children must “disembed” or “decontextualize” their written texts from dependency on other symbolic media and other people. Dyson, however, shows that to develop as writers, children’s text must become progressively more embedded in the social, affective, and intellectual parts of their lives. The book also emphasizes the nature of the classroom rather than the home as a distinctive context for early literacy growth. Moreover, the classroom is an urban one that includes children from diverse social and ethnic backgrounds. The classroom and children whose lives fill this book challenge current thinking about such critical issues as the developmental links between writing and other symbol systems, sequence and variability in early writing growth, the relationship between form and function in young children’s writing, and the development of literary language. This book is a must for early childhood educators, reading and language arts specialists, and scholars/researchers in the field of literacy.

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Page Count

328

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Teachers College Press

Published Date

ISBN 10

0807777900

ISBN 13

9780807777909

Emergent Curriculum in the Primary Classroom

Interpreting the Reggio Emilia Approach in Schools

By: Carol Anne Wien

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Emergent Curriculum in the Primary Classroom

Interpreting the Reggio Emilia Approach in Schools

By: Carol Anne Wien

How is a compelling, exemplary curriculum created in schools in spite of the pressures to implement a standardized one? In this book, teachers and principals share their experiences with emergent curriculum, and with the creative practices they’ve developed in urban classrooms kindergarten to 3rd grade. We learn what they were trying to do, how they began the process, the challenges they faced, the decisions they made, and what happened to the children. All chapters are written by teachers who have found ways of interpreting the Reggio approach to enrich their teaching within the confines of traditional schools. This book is essential reading for anyone wishing to understand emergent curriculum and for all who hope to nurture an enlivening, energizing way to learn in classrooms. The inspiring stories presented here illustrate: Ways that early childhood values and practices have been sustained and promoted in elementary schools. Exemplary teaching practice, where children want to learn and teachers want to teach. How the influence of the Reggio Emilia approach is reaching into urban public school environments with diverse populations. Democratic participatory teaching that offers visions of responsible citizenship for children. “This book is a treasure trove of useful frameworks, wonderful teacher stories, and memorable insights. It demonstrates the remarkable potential of children and teachers, and it clarifies how North American elementary school educators can take hold of ideas from Reggio Emilia and integrate them with their own ideals and standards.” —Carolyn Pope Edwards, University of Nebraska–Lincoln “Carol Anne Wien demonstrates again that she can illustrate complex ideas—this time the theories underlying the Reggio Emilia approach—in innovative ways for a broad audience.” —Celia Genishi, Teachers College, Columbia University “A must read for educators seeking an antidote to prescriptive curricular practice that respects neither children nor teachers.” —Curt Dudley-Marling, Lynch School of Education, Boston College “This book provides long overdue and compelling pathways for extending Reggio Emilia principles into the primary grades. It will encourage readers to feel their way into the spirit and substance of emergent curricula and come away rejuvenated.” —Daniel Scheinfeld, Erikson Institute, Chicago, Illinois

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347

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Teachers College Press

Published Date

ISBN 10

0807773689

ISBN 13

9780807773680

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