teachers, students, and researchers regaining spaces for thinking and action Meyer, Richard J. 1949- Whitmore, Kathryn F. 1959- text bibliography nyu New York Routledge 2011 monographic eng

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xiii, 304 p. : ill. ; 23 cm. "Inviting teachers back to the role of reflective advocates for thoughtful reading instruction, this book presents theory and pedagogical possibilities to reclaim and build upon the knowledge base that was growing when government mandates, scripted commercial programs, and high stakes tests took over as the dominant agenda for reading instruction in U.S. public schools. It examines how the teaching of reading can be reclaimed via an intensive reconsideration of five pillars as central to the teaching and learning of reading: learning, teaching, curriculum, language, and sociocultural contexts. Explaining what happens in readers' minds as they read, and how teachers can design practices to support that process, Reclaiming Reading offers the knowledge base for taking good reading instruction out of the cracks and placing it back at the center of the classroom, informing and encouraging teachers to the stance of reflective, knowledgeable, professional decision-makers"-- Provided by publisher. edited by Richard J. Meyer and Kathryn F. Whitmore. Includes bibliographical references and index. n-us--- Reading United States Reflective teaching United States 372.40973 REC 9780415888097 (hardback) 0415888093 (hardback) 9780415888103 (paperback) 0415888107 (paperback) 9780203832660 (ebook) 0203832663 (ebook) 2010050085 DLC 101208 20201118105728.0 16571810