Preparing the Nation's Teachers to Teach Reading: A Manifesto in Defense of "Teacher Educators Like Me"

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Preparing The Nation’s Teachers To Teach Reading: A Manifesto In Defense Of “Teacher Educators Like Me” by Curt Dudley-Marling offers a spirited defense of the work of university-based teacher educators to prepare the nation’s teachers to teach reading. This text gives particular attention to various reports of the National Council on Teacher Quality (NCTQ), which assert that university-based reading educators are not adequately preparing teachers to teach reading. Dudley-Marling shows that NCTQ’s reports are so flawed that they are useless in evaluating the effectiveness of reading education in schools of education. In particular, Preparing The Nation’s Teachers To Teach Reading demonstrates the complete absence of a relationship between NCTQ’s assessment of the quality of teacher preparation in reading in given states and how well students in those states actually perform on national assessments of reading achievement. He also responds to the criticism that teacher educators ignore research on the science of reading by critiquing the behavioral theory of reading that underpins NCTQ’s assessment of the preparation of teachers to teach reading. He then shows that reading educators like him do not ignore the science of reading by detailing the sociocultural model of reading that informs the work of most university-based reading educators. Finally, he shows that the ultimate goal of many educational reform groups like NCTQ is to undercut public support for traditional public schools to pave the way for free market-based schooling based on competition and profit and where literacy is a commodity to be exchanged in the marketplace and individuals are mere cogs in an economic machine. Reading educators like Dudley-Marling, on the other hand, see literacy as a key to personal fulfillment and satisfaction and maintaining a participatory democracy in which the economy is shaped to the needs of citizens, not the other way around.

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About the Author:

Curt Dudley-Marling recently retired from Boston College after 33 years working in schools of education at universities in the US and Canada. Curt began his career as an elementary special education teacher working for 7 years in schools in Ohio and Wisconsin before earning his doctorate from the University of Wisconsin-Madison. Curt briefly resumed his classroom teaching career in the early 1990s, taking a one-year leave from his duties at York University in Toronto to teach 3rd grade. Over the course of his academic career, Curt Dudley-Marling taught courses in language and literacy including early reading and writing methods courses for prospective teachers. He has published over 100 articles and book chapters and 14 books, much of this work focusing on language and literacy, Disability Studies, and classroom talk. Overall, his scholarship stands as a critique of deficit perspectives that implicate the families, culture, and language of students living in poverty in their high levels of school failure. His most recent research examines the effect of evidence-based discussion in elementary classrooms, particularly for students who are presumed to be at risk for educational failure. In addition to his scholarly work, Curt has worked extensively in the schools helping teachers improve their practice with young readers and writers. Curt Dudley-Marling is a former co-editor of the NCTE journal Language Arts and former chair of NCTE’s Elementary Section. In 2014 he was honored as the first Kate Welling Distinguished Scholar in Disability Studies at Miami University in Oxford, Ohio.

Review:

"This manifesto comes not a moment too soon. Curt Dudley-Marling offers a spirited defense of teacher educators rooted in the reasons they choose to teach. Those in the trenches will greatly appreciate the fresh ammunition he provides." - Anthony Cody, Author of Educator and Oligarch "In this feisty volume, Curt Dudley-Marling provides a robust defense of an educational approach that is shockingly out of fashion in the policy world: a meaning-centered education that is irreducible to standardized test scores. Never afraid to stick his head in the lion's mouth, he takes on many of the best-funded conservative, market-oriented educational observers (they are never participants) and refutes their dubious assumptions about the purpose of education and the preparation of teachers." - Peter Smagorinsky, Distinguished Research Professor of English Education, The University of Georgia "Preparing the Nation's Teachers to Teach Reading: A Manifesto in Defense of "Teacher Educators Like Me" should be required reading for everyone preparing to teach children to read, everyone currently teaching children to read, everyone who knows a child who is being taught to read, everyone who makes policy about teaching children to read. In short, everyone." - Carole Edelsky, Professor Emerita, Arizona State University

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Book Description Garn Press, United States, 2015. Paperback. Condition: New. Language: English . Brand New Book ***** Print on Demand *****. Preparing The Nation s Teachers To Teach Reading: A Manifesto In Defense Of Teacher Educators Like Me by Curt Dudley-Marling offers a spirited defense of the work of university-based teacher educators to prepare the nation s teachers to teach reading. This text gives particular attention to various reports of the National Council on Teacher Quality (NCTQ), which assert that university-based reading educators are not adequately preparing teachers to teach reading. Dudley-Marling shows that NCTQ s reports are so flawed that they are useless in evaluating the effectiveness of reading education in schools of education. In particular, Preparing The Nation s Teachers To Teach Reading demonstrates the complete absence of a relationship between NCTQ s assessment of the quality of teacher preparation in reading in given states and how well students in those states actually perform on national assessments of reading achievement. He also responds to the criticism that teacher educators ignore research on the science of reading by critiquing the behavioral theory of reading that underpins NCTQ s assessment of the preparation of teachers to teach reading. He then shows that reading educators like him do not ignore the science of reading by detailing the sociocultural model of reading that informs the work of most university-based reading educators. Finally, he shows that the ultimate goal of many educational reform groups like NCTQ is to undercut public support for traditional public schools to pave the way for free market-based schooling based on competition and profit and where literacy is a commodity to be exchanged in the marketplace and individuals are mere cogs in an economic machine. Reading educators like Dudley-Marling, on the other hand, see literacy as a key to personal fulfillment and satisfaction and maintaining a participatory democracy in which the economy is shaped to the needs of citizens, not the other way around. Seller Inventory # AAV9781942146209

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Book Description Garn Press, United States, 2015. Paperback. Condition: New. Language: English . Brand New Book ***** Print on Demand *****.Preparing The Nation s Teachers To Teach Reading: A Manifesto In Defense Of Teacher Educators Like Me by Curt Dudley-Marling offers a spirited defense of the work of university-based teacher educators to prepare the nation s teachers to teach reading. This text gives particular attention to various reports of the National Council on Teacher Quality (NCTQ), which assert that university-based reading educators are not adequately preparing teachers to teach reading. Dudley-Marling shows that NCTQ s reports are so flawed that they are useless in evaluating the effectiveness of reading education in schools of education. In particular, Preparing The Nation s Teachers To Teach Reading demonstrates the complete absence of a relationship between NCTQ s assessment of the quality of teacher preparation in reading in given states and how well students in those states actually perform on national assessments of reading achievement. He also responds to the criticism that teacher educators ignore research on the science of reading by critiquing the behavioral theory of reading that underpins NCTQ s assessment of the preparation of teachers to teach reading. He then shows that reading educators like him do not ignore the science of reading by detailing the sociocultural model of reading that informs the work of most university-based reading educators. Finally, he shows that the ultimate goal of many educational reform groups like NCTQ is to undercut public support for traditional public schools to pave the way for free market-based schooling based on competition and profit and where literacy is a commodity to be exchanged in the marketplace and individuals are mere cogs in an economic machine. Reading educators like Dudley-Marling, on the other hand, see literacy as a key to personal fulfillment and satisfaction and maintaining a participatory democracy in which the economy is shaped to the needs of citizens, not the other way around. Seller Inventory # AAV9781942146209

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Book Description Garn Press, United States, 2015. Paperback. Condition: New. Language: English . This book usually ship within 10-15 business days and we will endeavor to dispatch orders quicker than this where possible. Brand New Book. Preparing The Nation s Teachers To Teach Reading: A Manifesto In Defense Of Teacher Educators Like Me by Curt Dudley-Marling offers a spirited defense of the work of university-based teacher educators to prepare the nation s teachers to teach reading. This text gives particular attention to various reports of the National Council on Teacher Quality (NCTQ), which assert that university-based reading educators are not adequately preparing teachers to teach reading. Dudley-Marling shows that NCTQ s reports are so flawed that they are useless in evaluating the effectiveness of reading education in schools of education. In particular, Preparing The Nation s Teachers To Teach Reading demonstrates the complete absence of a relationship between NCTQ s assessment of the quality of teacher preparation in reading in given states and how well students in those states actually perform on national assessments of reading achievement. He also responds to the criticism that teacher educators ignore research on the science of reading by critiquing the behavioral theory of reading that underpins NCTQ s assessment of the preparation of teachers to teach reading. He then shows that reading educators like him do not ignore the science of reading by detailing the sociocultural model of reading that informs the work of most university-based reading educators. Finally, he shows that the ultimate goal of many educational reform groups like NCTQ is to undercut public support for traditional public schools to pave the way for free market-based schooling based on competition and profit and where literacy is a commodity to be exchanged in the marketplace and individuals are mere cogs in an economic machine. Reading educators like Dudley-Marling, on the other hand, see literacy as a key to personal fulfillment and satisfaction and maintaining a participatory democracy in which the economy is shaped to the needs of citizens, not the other way around. Seller Inventory # LIE9781942146209

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