Marketing Fear in America s Public Schools

The Real War on Literacy Leslie Poynor, Paula Wolfe. Education (Coles, 2003). McGraw-Hill was also the only educational publisher who saw its profits rise during the recent economic downturn of 2000 (Garan, 2001).

Author: Leslie Poynor

Publisher: Routledge

ISBN: 9781135619947

Category: Education

Page: 216

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Marketing Fear in America's Public Schools: The Real War on Literacy is an eye-opening examination of the real world consequences of the political pressures and influences on teachers today. In particular, it looks at how the political actions of the conservative right disempower and control teachers, school districts, parents, and children through an atmosphere of fear used as a strategy to ensure that schools follow the conservative political agenda supporting and imposing mandates such as increased accountability, high stakes testing, and direct intense direct-instruction phonics programs. The book offers a unique look not at not only what the conservative factions are doing but why. The volume includes chapters on: *resistance to the conservative agenda; *national and/or federal agendas and actions that directly or indirectly contribute to the privatization and corporate control of public education; *the linkage of federal policy to the disappearance or promotion of particular philosophical and pedagogical approaches; and *the role of the media in perpetuating the agendas of the corporate and political right. Many teachers across the U.S. are frustrated and angry about the outside legislative constraints placed on their work, but at the same time frightened of losing their jobs and/or being faced with a lawsuit. The book's premise is that one must understand the motives behind the current educational "reforms" in order to resist them. The editors and contributors envision the volume as a voice for an alternative to compliance with unreasonable mandates--and thus as a message of hope. Marketing Fear in America's Public Schools: The Real War on Literacy is important reading for teachers; teacher educators; education students; school administrators and other education professionals; researchers concerned with literacy, critical theory, pedagogy, and educational policy; and parents and community activists concerned with the politics of schooling and school reform. It is will serve well as a text in a range of courses across the field of education. A Web site for the book can be found at http://www.erlbaum.com/poynor.
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Whole Language Teaching Whole hearted Practice

In L. Poynor & P. M. Wolfe ( Eds . ) , Marketing fear in America's public schools : The real war on literacy ( pp . 11-28 ) . Mahwah , NJ : Lawrence Erlbaum Associates . Edelsky , C. ( 1999 ) . Introduction .

Author: Monica Taylor

Publisher: Peter Lang

ISBN: 0820463108

Category: Critical pedagogy

Page: 236

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This seminal collection brings together the multiple perspectives of whole language educators over the course of the past thirty-five years. The essays illustrate the complex ways in which whole language teachers have been and continue to be political activists through their interactions with students; the teachers' beliefs about teaching, learning, and curriculum; their commitment to critical thinking and social justice; their collaborative engagements with other teachers; their role as leaders of change in schools and communities; and, finally, their activism in society. Although many believe that we are living in a climate where the term «whole language» is considered taboo, the contributors to this book demonstrate hopefulness for the future of whole language: as Yetta and Ken Goodman write in the concluding chapter, «whole language is alive and well.»
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Dimensions of Literacy

A Conceptual Base for Teaching Reading and Writing in School Settings Stephen B. Kucer. Biber, D. (1994). ... Poynor & P. Wolfe (Eds.), Marketing fear in America's public schools: The real war on literacy (pp. 93–110).

Author: Stephen B. Kucer

Publisher: Routledge

ISBN: 9781135055103

Category: Language Arts & Disciplines

Page: 384

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This popular text, now in its fourth edition, “unpacks” the various dimensions of literacy—linguistic and other sign systems; cognitive; sociocultural; and developmental—and at the same time accounts for the interrelationships among them. Distinguished by its examination of literacy from a multidimensional and interdisciplinary perspective, it provides a strong conceptual foundation upon which literacy curriculum and instruction in school settings can be grounded. Linking theory and research to practice in an understandable, user-friendly manner, the text provides in-depth coverage of the dimensions of literacy, includes demonstrations and “hands-on” activities, examines authentic reading and writing events that reflect key concepts, and summarizes the concepts in tables and figures. Changes in the Fourth Edition • Addresses academic language, new literacies/multiliteracies, and their relationship to literacy learning • More fully develops the developmental dimension of literacy in separate chapters on adult mediation and learner construction • Expands the discussion of multimodal literacies • Extends and integrates the discussion of bilingualism and biliteracy throughout the text • Integrates instructional implications more fully throughout
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Encyclopedia of Educational Leadership and Administration

Marketing fear in America's public schools: The real war on literacy. Mahwah, NJ: Erlbaum. Ravitch, D. (2003). The language police: How pressure groups restrict what students learn. New York: Vintage Books.

Author: Fenwick W. English

Publisher: SAGE Publications

ISBN: 9781452265162

Category: Education

Page: 1264

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The SAGE Encyclopedia of Educational Leadership and Administration presents the most recent theories, research, terms, concepts, ideas, and histories on educational leadership and school administration as taught in preparation programs and practiced in schools and colleges today. With more than 600 entries, written by more than 200 professors, graduate students, practitioners, and association officials, the two volumes of this encyclopedia represent the most comprehensive knowledge base of educational leadership and school administration that has, as yet, been compiled.
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With Literacy and Justice for All

Marketing fear in America's public schools: The real war on literacy. Mahwah, NJ: Lawrence Erlbaum Associates. Pratt, C., Walsh-Sarnecki, P., & Turk, V. (2004). In state takeover, student scores lag.

Author: Carole Edelsky

Publisher: Routledge

ISBN: 9781317433804

Category: Education

Page: 330

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The third edition of With Literacy and Justice for All: Rethinking the Social in Language and Education continues to document Carole Edelsky's long involvement with socially critical, holistic approaches to the everyday problems and possibilities facing teachers of language and literacy. This book helps education professionals understand the educational/societal situations they are dealing with, and literacy instruction and second language learning in particular contexts. Edelsky does not offer simplistic pedagogical formulas, but rather, progressively works through differences and tensions in the discourses and practices of sociolinguistics, bilingual education, whole language, and critical pedagogy--fields whose practitioners and advocates too often work in isolation from each other and, at times, at cross purposes. In this edition, what Edelsky means by rethinking is improving and extending her own views, while at the same time demonstrating that such rethinking always occurs in the light of history. The volume includes a completely new Introduction and two entirely new chapters: one on reconceptualizing literacy learning as second language learning, and another on taking a historical view of responses to standardized testing. Throughout, in updating the volume, Edelsky uses a variety of structural styles to note contrasts in her views across time and to make the distinction clear between the original material and the current additions. This edition is a rare example of a scholarly owning-up to changes in thinking, and a much needed demonstration of the historically grounded nature of knowledge. As a whole, the third edition emphasizes recursiveness and questioning within a deliberately political framework.
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All Things Morphology

In Leslie Poynor & Paula Wolfe (eds.), Marketing fear in America's public schools: The real war on literacy, 93–110. Mahwah, NJ: Lawrence Erlbaum. Carlinsky, Dan. 1981. A story (it's true) of a Geisel with a view. Arizona 14(June).

Author: Sedigheh Moradi

Publisher: John Benjamins Publishing Company

ISBN: 9789027259745

Category: Language Arts & Disciplines

Page: 439

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This book provides a view of where the field of morphology has been and where it is today within a particular theoretical framework, gathering up new and representative work in morphology by both eminent and emerging scholars, and touching on a very wide range of topics, approaches, and theoretical points of view. These seemingly disparate articles have a common touchstone in their focus on a word-based, paradigmatic approach to morphology. The chapters in this book elaborate on these basic themes, from the further exploration of paradigms, to studies involving words, stems, and affixes, to examinations of competition, inheritance, and defaults, to investigations of morphomes, to ways that morphology interacts with other parts of the language from phonology to sociolinguistics and applied linguistics. The editors and contributors dedicate this volume to Prof. Mark Aronoff for his profound influence on the field.
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Teaching K 8 Reading

Disrupting 10 Literacy Myths Christine H. Leland, Mitzi Lewison, Jerome C. Harste ... The importance of critical literacy. ... In L. Poynor & P. M. Wolfe (Eds.), Marketing fear in America's public schools: The real war ...

Author: Christine H. Leland

Publisher: Routledge

ISBN: 9781000093766

Category: Education

Page: 198

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Accessible and engaging, this methods textbook provides a roadmap for improving reading instruction. Leland, Lewison, and Harste explain why certain ineffective or debunked literacy techniques prevail in the classroom, identify the problematic assumptions that underly these popular myths, and offer better alternatives for literacy teaching. Grounded in a mantra that promotes critical thinking and agency—Enjoy! Dig Deeply! Take Action!—this book presents a clear framework, methods, and easy applications for designing and implementing effective literacy instruction. Numerous teaching strategies, classroom examples, teacher vignettes, and recommendations for using children’s and adolescent literature found in this book make it an ideal text for preservice teachers in elementary and middle school reading, and English language arts methods courses as well as a practical resource for professional in-service workshops and teachers. Key features include: Instructional engagements for supporting students as they read picture books, chapter books, and news articles, and interact with social media and participate in the arts and everyday life; Voices from the field that challenge mythical thinking and offer realworld examples of what effective reading and language arts instruction looks like in practice; Owl statements that alert readers to key ideas for use when planning reading and language arts instruction.
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Reading and Teaching

Marketing fear in America's public schools: The real war on literacy. Mahwah, NJ: Lawrence Erlbaum Associates. Rogers, R. (2003). A critical discourse analysis of family literacy practices: Power in and out of print.

Author: Richard Meyer

Publisher: Routledge

ISBN: 9781000159318

Category: Education

Page: 224

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Reading and Teaching raises questions and provides a context for preservice and practicing teachers to understand and to reflect on the complex issues surrounding the teaching of reading in the schools. It presents real teachers in their classrooms, dialogues about that teaching, and exercises for further clarification. The purpose is to help teachers make informed choices about their teaching of reading. The text considers the different types of decisions teachers might make in the teaching of reading and the knowledge upon which they rely in making those decisions—not simply factual information about using certain materials and methods to teach reading, but also knowledge about the mind, the political climate, the broader social and cultural circumstances of their students and schools and the communities in which they teach. Reading and Teaching is designed to engage teachers in beginning to evolve their own practical theories, to help them explore and perhaps modify some basic beliefs and assumptions, and to become acquainted with other points of view. Readers are encouraged to interact with the text and to develop their own perspective on the teaching of reading. This is the fifth volume in Reflective Teaching and the Social Conditions of Schooling: A Series for Prospective and Practicing Teachers, edited by Daniel P. Liston and Kenneth M. Zeichner. It follows the same format as previous volumes in the series. *Part I includes four real-life cases of teachers’ experiences in the classroom: “Teaching Reading Via Direct Systematic Instruction”; “A New Teacher Learns About Teaching Reading and Culture”; “A Teacher-Constructed Whole Language Program”; and “Critical Literacy in an Urban Middle School.” Each case is followed by space for readers to write their own reactions and reflections, educators’ dialogue about the case, space for readers’ reactions to the educators’ dialogue, and a summary and additional questions. *Part II presents three public arguments representing different views about the teaching of reading: direct instruction, whole language, and critical literacy. *Part III offers the authors’ own interpretations of the issues raised throughout the text and some suggestions for further reflection. A list of resources is provided. This text is pertinent for all prospective and practicing teachers at any stage in their teaching careers. It can be used in any undergraduate or graduate course that addresses the teaching of reading.
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Official Portraits and Unofficial Counterportraits of At Risk Students

In M. Greer & B. Rubinstein (Eds.), Will the real teacher please stand up? ... The son of two Cuban exiles experiences the ugliness of prejudice in America. ... Marketing fear in America's public schools: The real war on literacy.

Author: Richard J. Meyer

Publisher: Routledge

ISBN: 9781135240059

Category: Education

Page: 310

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This book chronicles 5th and 6th grade writers in a poor, culturally diverse, 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. The big ideas of official and unofficial portraits are presented, followed by data and facets of the theoretical construct of counterportraits in each chapter, as a response to official portraits.
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Dumb Ideas Won t Create Smart Kids

Straight Talk About Bad School Reform, Good Teaching, and Better Learning Eric M. Haas, Gustavo E. Fischman, Joe Brewer ... In L. Poynor & P. M. Wolfe (Eds.), Marketing fear in America's public schools: The real war on literacy (pp.

Author: Eric M. Haas

Publisher: Teachers College Press

ISBN: 9780807773215

Category: Education

Page: 118

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