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Books |
Daniels, Harvey, and Marilyn Bizar. "Representing to Learn." In Methods That Matter: Six Structures for Best Practice Classrooms, 96-129. York, ME: Stenhouse, 1998.
This essay provides tips and strategies for teachers in reader-response classrooms.
Graham, Maryemma, Sharon Pineault-Burke, and Marianna W. Davis, eds. Teaching African American Literature: Theory and Practice. New York: Routledge, 1998.
Teachers discuss methods for teaching African American literature in middle school, high school, and college English classes.
Keene, Ellin Oliver, and Susan Zimmermann. Mosaic of Thought: Teaching Comprehension in a Reader's Workshop. Portsmouth, N.H.: Heinemann, 1997.
This book offers strategies and tips for discussing readers' issues in class.
Lee, Carol D. Signifying as a Scaffold for Literary Interpretation: The Pedagogical Implications of an African American Discourse Genre. Urbana, IL: NCTE, 1993.
The author explores African American discourse patterns as they are enacted in conversation and literature, and discusses ways of facilitating African American students' literacy development through this discourse.
Livdahl, Barbara Smith, et al. Stories From Response-Centered Classrooms: Speaking, Questioning, and Theorizing From the Center of the Action. New York: Teachers College Press, 1995.
This book presents reflections on teaching with reader-response strategies.
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Periodical |
Fisher, Maisha. "From the Coffee House to the School House: The Promise and Potential of Spoken Word Poetry in School Contexts." English Education 37, no. 2 (January 2005): 115-131.
Published in an English Education issue about literacy and democracy, this article discusses spoken word and its use in schools.
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