Susan Florio-Ruane's Books

Teacher Education and the Cultural Imagination

Autobiography, Conversation, and Narrative

By: Susan Florio-Ruane,Julie deTar

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Teacher Education and the Cultural Imagination

Autobiography, Conversation, and Narrative

By: Susan Florio-Ruane,Julie deTar

Making culture a more central concept in the texts and contexts of teacher education is the focus of this book. It is a rich account of the author's investigation of teacher book club discussions of ethnic literature, specifically ethnic autobiography--as a genre from which teachers might learn about culture, literacy, and education in their own and others' lives, and as a form of conversation and literature-based work that might be sustainable and foster teachers' comprehension and critical thinking. Dr. Florio-Ruane's role in the book clubs merged participation and inquiry. For this reason, she blends personal narrative with analysis and description of ways she and the book club participants explored culture in the stories they told one another and in their responses to published autobiographies. She posits that autobiography and conversation may be useful for teachers not only in constructing their own learning about culture, but also, by doing so, in participating in the transformation of learning within the teaching profession.

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Page Count

308

Publisher

Routledge

Published Date

ISBN 10

113568944X

ISBN 13

9781135689445

Teacher Collaboration for Professional Learning

Facilitating Study, Research, and Inquiry Communities

By: Cynthia A. Lassonde,Susan E. Israel

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Teacher Collaboration for Professional Learning

Facilitating Study, Research, and Inquiry Communities

By: Cynthia A. Lassonde,Susan E. Israel

Teacher Collaboration for Professional Learning contains the essential information, tools, and examples teachers and school leaders need to create, manage, and sustain successful collaborative groups. Designed to be a hands-on resource, this practical guide shows you how to: Advocate for collaborative teacher learning Develop and sustain collaborative research groups Organize and conduct productive research projects Address issues of ethics, leadership, and group dynamics Evaluate and sustain collaborative learning activities Based on data from a major survey, Teacher Collaboration for Professional Learning features extensive case examples from model research communities collaborating within schools, across districts, in partnership with universities, and as online networks. The book also offers a wealth of reproducible templates as well as reflection questions and exercises?invaluable tools for organizing study groups.

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Page Count

208

Publisher

John Wiley & Sons

Published Date

ISBN 10

0470461314

ISBN 13

9780470461310

Inside/Outside

Teacher Research and Knowledge

By: Marilyn Cochran-Smith,Susan L. Lytle

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Inside/Outside

Teacher Research and Knowledge

By: Marilyn Cochran-Smith,Susan L. Lytle

The central concern of Inside/Outside is the assumption that pedagogical knowledge is generated “outside-in”; that is, from the university, to be applied at schools. The first half provides a thoughtful conceptual framework for reading and understanding teacher research, exploring its history, potential, and relationship to university-based research. In the second half, the voices of teacher researchers contrast, engage, and combine as contributors explore the meaning and significance of their approaches and findings. These authors enter into the “national conversation about school reform, teacher professionalism, multicultural curriculum and pedagogy, and language and literacy education.”

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Page Count

332

Publisher

Teachers College Press

Published Date

ISBN 10

0807776238

ISBN 13

9780807776230

Inquiry as Stance

Practitioner Research for the Next Generation

By: Marilyn Cochran-Smith,Susan L. Lytle

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Inquiry as Stance

Practitioner Research for the Next Generation

By: Marilyn Cochran-Smith,Susan L. Lytle

In this long-awaited sequel to Inside/Outside: Teacher Research and Knowledge, two leaders in the field of practitioner research offer a radically different view of the relationship of knowledge and practice and of the role of practitioners in educational change. In their new book, the authors put forward the notion of inquiry as stance as a challenge to the current arrangements and outcomes of schools and other educational contexts. They call for practitioner researchers in local settings across the United States and around the world to ally their work with others as part of larger social and intellectual movements for social change and social justice. Part I is a set of five essays that conceptualize inquiry as a stance and as a transformative theory of action that repositions the collective intellectual capacity of practitioners. Part II is a set of eight chapters written by eight differently positioned practitioners who are or were engaged in practitioner research in K–12 schools or teacher education. Part III offers a unique format for exploring inquiry as stance in the next generation—a readers’ theatre script that juxtaposes and co-mingles 20 practitioners’ voices in a performance-oriented format. Together the three parts of the book point to rich possibilities for practitioner inquiry in the next generation. Contributors: Rebecca Akin, Gerald Campano, Delvin Dinkins, Kelly A. Harper, Gillian Maimon, Gary McPhail, Swati Mehta, Rob Simon,and Diane Waff “Cochran-Smith and Lytle once again prove themselves to be among the best at melding theory and practice. Instead of merely making the case for practitioner inquiry they go the next step to show us exactly what this genre brings to our field—rigor, relevance, and passion. The interplay of conceptual clarity and powerful exemplars make this a text we will read well into the next decade.” —Gloria Ladson-Billings, University of Wisconsin–Madison “Once again, Marilyn Cochran-Smith and Susan Lytle point the way to new and hopeful understandings of practitioner research. Rather than blame teachers for all that is wrong with education, they and their fellow authors remind us that if school reform is to have any chance of fulfilling its stated goal of equal opportunity for all students, teachers must have a significant voice in research, policy, and practice. With its focus on social justice and its view of practitioner research as transformative, this is a powerful and welcome sequel to their classic Inside/Outside.” —Sonia Nieto, Professor Emerita, University of Massachusetts, Amherst “Inquiry as Stance should be a blockbuster. This brilliant sequel re-calibrates relationships between practitioner inquiry and social justice.” —Carole Edelsky, Professor Emerita, Arizona State University “This optimistic and generous book is sure to become a central reference for teacher-researchers in K–16 schools and their colleagues and supporters throughout the system.” —Elyse Eidman-Aadahl, Director, National Programs and Site Development, National Writing Project, University of California, Berkeley “This view of the intellectual and personal work of teaching is a major counter to the contemporary emphasis on testing and packaged curricula.” —Cynthia Ballenger, reading specialist, Cambridge Public Schools “Once again Cochran-Smith, Lytle, and their colleagues bring us an invaluable book on the enormous possibilities of practitioner research.” —Luis C. Moll, College of Education, University of Arizona

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Page Count

417

Publisher

Teachers College Press

Published Date

ISBN 10

080777216X

ISBN 13

9780807772164

Using the National Gifted Education Standards for University Teacher Preparation Programs

By: Susan K. Johnsen,Joyce L. VanTassel-Baska,Ann Robinson

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Using the National Gifted Education Standards for University Teacher Preparation Programs

By: Susan K. Johnsen,Joyce L. VanTassel-Baska,Ann Robinson

This guidebook helps university personnel design or revise teacher preparation courses in gifted education to align with the new standards required by NCATE for program accreditation.

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Page Count

257

Publisher

Corwin Press

Published Date

ISBN 10

141296525X

ISBN 13

9781412965255

Teaching Literature to Adolescents

By: Richard Beach,Deborah Appleman,Susan Hynds,Jeffrey Wilhelm

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Teaching Literature to Adolescents

By: Richard Beach,Deborah Appleman,Susan Hynds,Jeffrey Wilhelm

This text for pre-service and in-service English education courses presents current methods of teaching literature to middle and high school students. The methods are based on social-constructivist/socio-cultural theories of literacy learning, and incorporate research on literary response conducted by the authors. Teaching Literature to Adolescents – a totally new text that draws on ideas from the best selling textbook, Teaching Literature in the Secondary School, by Beach and Marshall – reflects and builds on recent key developments in theory and practice in the field, including: the importance of providing students with a range of critical lenses for analyzing texts and interrogating the beliefs, attitudes, and ideological perspectives encountered in literature; organization of the literature curriculum around topics, themes, or issues; infusion of multicultural literature and emphasis on how writers portray race, class, and gender differences; use of drama as a tool for enhancing understanding of texts; employment of a range of different ways to write about literature; integration of critical analysis of film and media texts with the study of literature; blending of quality young adult literature into the curriculum; and attention to students who have difficulty succeeding in literature classes due to reading difficulties, disparities between school and home cultures, attitudes toward school/English, or lack of engagement with assigned texts or response activities. The interactive Web site contains recommended readings, resources, and activities; links to Web sites and PowerPoint presentations; and opportunities for readers to contribute teaching units to the Web site databases. Instructors and students in middle and high school English methods courses will appreciate the clear, engaging, useful integration of theory, methods, and pedagogical features offered in this text.

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Page Count

368

Publisher

Routledge

Published Date

ISBN 10

113563596X

ISBN 13

9781135635961

Book's by Susan Florio-Ruane

Teacher Education and the Cultural Imagination

Teacher Education and the Cultural Imagination

Teacher Collaboration for Professional Learning

Teacher Collaboration for Professional Learning

Inside/Outside

Inside/Outside

Inquiry as Stance

Inquiry as Stance

Using the National Gifted Education Standards for University Teacher Preparation Programs

Using the National Gifted Education Standards for University Teacher Preparation Programs

Teaching Literature to Adolescents

Teaching Literature to Adolescents

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