Richard J. Meyer – författare

With passion, clarity, and rich examples, Reclaiming Writing is dedicated to reawakening the journeys that writers take as they make sense of, think about, and speak back to their worlds in this era of high-stakes testing and mandated curricula. Classrooms and out-of-school settings are described and analyzed in exciting and groundbreaking narratives that provide insights into the many possibilities for writing that support writers’ searches for voice, identity, and agency.Offering pedagogical strategies and the knowledge base in which they are grounded, the book looks at writing within various areas of the curriculum and across modes of writing from traditional text-based forums to digital formats. Thematically based sections present the pillars of the volume’s critical transactive theory: learning, teaching, curriculum, language, and sociocultural contexts. Each chapter is complemented by an extension that offers application possibilities for teachers in various settings. Reclaiming Writing emphasizes literacy as a vehicle for exploring, interrogating, challenging, finding self, talking back to power, creating a space in the world, reflecting upon the past, and thinking forward to a more joyful and democratic future.

With passion, clarity, and rich examples, Reclaiming Writing is dedicated to reawakening the journeys that writers take as they make sense of, think about, and speak back to their worlds in this era of high-stakes testing and mandated curricula. Classrooms and out-of-school settings are described and analyzed in exciting and groundbreaking narratives that provide insights into the many possibilities for writing that support writers’ searches for voice, identity, and agency.Offering pedagogical strategies and the knowledge base in which they are grounded, the book looks at writing within various areas of the curriculum and across modes of writing from traditional text-based forums to digital formats. Thematically based sections present the pillars of the volume’s critical transactive theory: learning, teaching, curriculum, language, and sociocultural contexts. Each chapter is complemented by an extension that offers application possibilities for teachers in various settings. Reclaiming Writing emphasizes literacy as a vehicle for exploring, interrogating, challenging, finding self, talking back to power, creating a space in the world, reflecting upon the past, and thinking forward to a more joyful and democratic future.

This book chronicles 5th and 6th grade writers - children of gang members, drug users, poor people, and non-documented and documented immigrants - in a rural school in the southwest US coming into their voices, cultivating those voices, and using those voices in a variety of venues, beginning with the classroom community and spreading outward. At the heart of this book is the cultivation of tension between official and unofficial portraits of these students. Official portraits are composed of demographic data, socioeconomic data, and test results. Unofficial counterportraits offer different views of children, schools, and communities. The big ideas of official and unofficial portraits are presented, then each chapter offers data (the children’s and teachers’ processes and products) and facets of the theoretical construct of counterportraits, as a response to official portraits. The counterportraits are built slowly in order to base them in evidence and to articulate their complexity.Many teachers and soon-to-be teachers facing the dilemmas and complexities of teaching in diverse classrooms have serious questions about how to honor students’ lives outside of school, making school more relevant. This book offers evidence to present to the public, legislators, and the press as a way of talking back to official portraits, demonstrating that officially failing schools are not really failing - evidence that is crucial for the survival of public schools.

This book chronicles 5th and 6th grade writers - children of gang members, drug users, poor people, and non-documented and documented immigrants - in a rural school in the southwest US coming into their voices, cultivating those voices, and using those voices in a variety of venues, beginning with the classroom community and spreading outward. At the heart of this book is the cultivation of tension between official and unofficial portraits of these students. Official portraits are composed of demographic data, socioeconomic data, and test results. Unofficial counterportraits offer different views of children, schools, and communities. The big ideas of official and unofficial portraits are presented, then each chapter offers data (the children’s and teachers’ processes and products) and facets of the theoretical construct of counterportraits, as a response to official portraits. The counterportraits are built slowly in order to base them in evidence and to articulate their complexity.Many teachers and soon-to-be teachers facing the dilemmas and complexities of teaching in diverse classrooms have serious questions about how to honor students’ lives outside of school, making school more relevant. This book offers evidence to present to the public, legislators, and the press as a way of talking back to official portraits, demonstrating that officially failing schools are not really failing - evidence that is crucial for the survival of public schools.

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. Focusing on literacy learners’ and their teachers’ lives as literate souls, 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. Reclaiming Reading articulates the knowledge base that was marginalized or disrupted by legislated and policy intrusions into classrooms and provides practical examples for taking good reading instruction out of the cracks and moving it back to the center of the classroom. Explaining what happens in readers’ minds as they read and how teachers can design practices to support that process, this book encourages teachers to initiate pedagogy that will help them begin or return to the stance of reflective, knowledgeable, professional decision-makers.

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. Focusing on literacy learners’ and their teachers’ lives as literate souls, 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. Reclaiming Reading articulates the knowledge base that was marginalized or disrupted by legislated and policy intrusions into classrooms and provides practical examples for taking good reading instruction out of the cracks and moving it back to the center of the classroom. Explaining what happens in readers’ minds as they read and how teachers can design practices to support that process, this book encourages teachers to initiate pedagogy that will help them begin or return to the stance of reflective, knowledgeable, professional decision-makers.

There has been a flurry of writing about teachers as inquirers and researchers as well as books about children as inquirers. This volume brings these two areas together -- teachers and students are inquiring at Ridgeway Elementary School. It demonstrates the importance of thought collectives as forums for student and teacher learning. The children in the primary classrooms in this book are working to understand the world around them and their place in it as literate individuals. Their teachers are studying themselves and the students. No other book describes the way this work affects children, teachers, and the ethos of the school in which the work occurs. In that sense, this book is groundbreaking in that it is an honest portrayal of the joys and sorrows, the successes and the stumbling blocks, the clear vision, and the obfuscating that teachers live as they enact a life of asking questions, being curious, wandering, and wondering. Acknowledging and honoring the many faces of inquiry in schools, this book demonstrates the children's inquiry, their teachers' inquiry, and the place of that inquiry in schools. It lays out the ways in which inquiry is fundamental to teaching and learning in a democracy in which all of the members of the community have a voice in deciding curricular directions and ways of presenting learning. Teachers are presented as thinkers and learners, not merely as technicians enacting others' views of what is to be learned and when. Readers will find teachers dealing with the real issues of life in schools; they will see how teachers can use their existing situations as points of departure for their growth and their students' learning.

There has been a flurry of writing about teachers as inquirers and researchers as well as books about children as inquirers. This volume brings these two areas together -- teachers and students are inquiring at Ridgeway Elementary School. It demonstrates the importance of thought collectives as forums for student and teacher learning. The children in the primary classrooms in this book are working to understand the world around them and their place in it as literate individuals. Their teachers are studying themselves and the students. No other book describes the way this work affects children, teachers, and the ethos of the school in which the work occurs. In that sense, this book is groundbreaking in that it is an honest portrayal of the joys and sorrows, the successes and the stumbling blocks, the clear vision, and the obfuscating that teachers live as they enact a life of asking questions, being curious, wandering, and wondering. Acknowledging and honoring the many faces of inquiry in schools, this book demonstrates the children's inquiry, their teachers' inquiry, and the place of that inquiry in schools. It lays out the ways in which inquiry is fundamental to teaching and learning in a democracy in which all of the members of the community have a voice in deciding curricular directions and ways of presenting learning. Teachers are presented as thinkers and learners, not merely as technicians enacting others' views of what is to be learned and when. Readers will find teachers dealing with the real issues of life in schools; they will see how teachers can use their existing situations as points of departure for their growth and their students' learning.

What are the implications of teaching phonics via a systematic direct intense program that mandates all children to experience the same scripted lesson at the same time?This book addresses the question through an in-depth play-by-play description of a phonics lesson as it occurred in a real classroom, followed by chapters that look at it from different angles by "zooming in" on one facet to analyze it closely:*Reading. What is reading? What definition of reading is presented (implicitly) in the phonics lesson? What do competing definitions from the reading research literature say about how important phonics rules are and how they are used by readers and teachers of reading?*Teacher knowledge. What is the role and the place of teacher knowledge as it relates to the lesson? What are the skills a teacher has and needs to use in a lesson that is completely scripted ?*The children. What are their roles and positions during the lesson? What are they learning?*Curriculum. Where does the phonics curriculum come from? Curriculum in general? Who does it serve and how? What is its purpose? * Culture. What is the role of culture in the lesson? How do cultural differences and culturally relevant pedagogy relate to the scripted phonics lesson?*Politics and ideology. Why and how is everything that happens in schools political? How are scripted lessons and resistance to them, forms of political action?*Teacher professionalism. How can teachers act in order to maintain academic freedom expressed as professional decision making in classrooms?The author of this book is not neutral. He presents the difficulties a teacher encounters in implementing mandated systematic, direct, intense phonics instruction and children who are confused and frustrated by it. But at the same time he constantly presents hope in the form of smart teachers, curious children, and possibilities for taking action that can lead to change. His direct, accessible writing style stimulates thought and discussion.

What are the implications of teaching phonics via a systematic direct intense program that mandates all children to experience the same scripted lesson at the same time?This book addresses the question through an in-depth play-by-play description of a phonics lesson as it occurred in a real classroom, followed by chapters that look at it from different angles by "zooming in" on one facet to analyze it closely:*Reading. What is reading? What definition of reading is presented (implicitly) in the phonics lesson? What do competing definitions from the reading research literature say about how important phonics rules are and how they are used by readers and teachers of reading?*Teacher knowledge. What is the role and the place of teacher knowledge as it relates to the lesson? What are the skills a teacher has and needs to use in a lesson that is completely scripted ?*The children. What are their roles and positions during the lesson? What are they learning?*Curriculum. Where does the phonics curriculum come from? Curriculum in general? Who does it serve and how? What is its purpose? * Culture. What is the role of culture in the lesson? How do cultural differences and culturally relevant pedagogy relate to the scripted phonics lesson?*Politics and ideology. Why and how is everything that happens in schools political? How are scripted lessons and resistance to them, forms of political action?*Teacher professionalism. How can teachers act in order to maintain academic freedom expressed as professional decision making in classrooms?The author of this book is not neutral. He presents the difficulties a teacher encounters in implementing mandated systematic, direct, intense phonics instruction and children who are confused and frustrated by it. But at the same time he constantly presents hope in the form of smart teachers, curious children, and possibilities for taking action that can lead to change. His direct, accessible writing style stimulates thought and discussion.

Stories from the Heart is for, by, and about prospective and practicing teachers understanding themselves as curious and literate beings, making connections with colleagues, and researching their own literacy and the literacy lives of their students. It demonstrates the power and importance of story in our own lives as literate individuals. Readers are encouraged to: tell, write, or re-create the stories of their literacy lives in order to understand how they learn and teach; begin the journey into writing the stories of others' literacy lives; find support in their researching endeavors; and examine the idea of framing stories by using the work of other teachers and researchers.

At a time when literacy has become more of a political issue than a research or pedagogical one, this volume refocuses attention on work with young children that places them at the center of their literacy worlds. Drawing on robust and growing knowledge which is often marginalized because of political and legislative forces, it explores young children’s literacies as inclusive, redefined, and broadened—encompassing technologies, the arts, multiple modalities, and teaching and learning for democracy, cultural sustainability and social justice. Highlighted themes include children’s rights to grow through playful engagements with multiple literacies to interrogate their worlds; adults who expand and inspire children’s consciousness and awareness of others and the world around them; the centrality of meaning making in all aspects of language and literacy development; a deep respect for diversities, including languages, cultures, sexual orientation, socioeconomic status and more; and an expansive understanding of the nature of texts.

At a time when literacy has become more of a political issue than a research or pedagogical one, this volume refocuses attention on work with young children that places them at the center of their literacy worlds. Drawing on robust and growing knowledge which is often marginalized because of political and legislative forces, it explores young children’s literacies as inclusive, redefined, and broadened—encompassing technologies, the arts, multiple modalities, and teaching and learning for democracy, cultural sustainability and social justice. Highlighted themes include children’s rights to grow through playful engagements with multiple literacies to interrogate their worlds; adults who expand and inspire children’s consciousness and awareness of others and the world around them; the centrality of meaning making in all aspects of language and literacy development; a deep respect for diversities, including languages, cultures, sexual orientation, socioeconomic status and more; and an expansive understanding of the nature of texts.