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In Defense of Good Teaching, by Ken Goodman
Download PDF In Defense of Good Teaching, by Ken Goodman
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- Sales Rank: #3865658 in eBooks
- Published on: 1998-01-01
- Released on: 1998-01-01
- Format: Kindle eBook
Review
A well-documented set of essays by leading reading and language arts educators who explain how the right wing has gone on attack over the issue of teaching of reading. Essays examine the research behind the controversy, the role of the media, and activities that progressive educators can take up. -- Rethinking Schools, Summer 1998
Goodman has set out to defend whole language by exposing the political agenda of those who are against it and by assisting those who want to fight against this attack. To this end he has compiled eleven distinctly separate chapters written by twelve authros, including Constance Weaver, Ellen Brinkley, and David and Yvonne Freeman, who strongly support whole language and who have dealt with and participated in the "reading wars."
Readers will be exposed to a variety of information and pro-whole language perspectives and will certainly learn more about the politics surrounding the issue, specifically in the areas of research, legislation, and practice. Of key interest are a series of case studies and various rationale used to support the assertion that there is a right wing agenda against whole language and to explain why and how this agenda developed. In addition, many of the authors have outlined specific methods and strategies that readers may use to respond to right wing criticisms. -- Education Book Review
From the Back Cover
Is whole language the cause of the problems that beset our schools?
Is the debate between whole language and phonics a cover-up for control of what and how students learn?
Is it appropriate that legislators, lobbyists, textbook publishers, and private interest groups evaluate and promote research on teaching and learning?
Is Christian fundamentalism being exploited by political and economic groups?
Is the attack on whole language supported by research that is valid?
Is the issue of teaching reading now so polarized that even a "balanced" approach is no longer acceptable in some schools?
These questions have come out of the reading wars. And teachers now must be articulate and knowledgeable defendants of their own positions in the debate if they are to retain control of their profession.
In Defense of Good Teaching is the whole language community's first concerted response to its attackers, reveals some disturbing truths in the reading wars: deliberate misrepresentation of ideas, about the role of the press, conflicting political agendas played out in our schools, teachers and administrators marginalized for their beliefs, and commercial interests dressed up as scientific research. This is an alarming and enlightening book and, as the dispute broadens to affect teaching of math and bilingual education, it is an important book. It will be invaluable to teachers who want the means and strategies to respond to criticism, to analyze arguments and to defend their position. More is at stake than whole language.
About the Author
In the early 1960s Kenneth S. Goodman began studying the reading of authentic texts by urban and rural young people. His earliest miscue research, published in 1965, is probably the most widely replicated study in reading research history. But it was his article, "Reading: a Psycholinguistic Guessing Game" (1967), that began a revolution moving away from a view of reading as rapid accurate sequential word recognition to an understanding of reading as a process of constructing meaning - making sense - of print. That research is part of the basis for the whole language movement and disagreements over Ken's conclusions about the nature of reading fuel the current "reading wars."
Ken's research has received major awards in the field from NCTE, IRA, NCRE and NCRLL. He is a past president of IRA, NCRLL, and the Center for Expansion of Language and Thinking, and an elected member of the Reading Hall of Fame. His book Ken Goodman on Reading (1997) is the most recent and complete presentation of his understanding of the reading process. Equally influential, his 1986 book What's Whole in Whole Language? has been published throughout the English-speaking world and is available in French, Spanish, Japanese, Portuguese, and Chinese translations.
Bess Altwerger is a faculty member at Towson State University in Baltimore, Maryland. Throughout her career, she has collaborated with teachers to create inquiry-based, democratic classrooms. As a speaker and writer she has focused on developing whole language as critical pedagogy and teaching for social justice and equity. Bess is an active member of Whole Language Umbrella and currently serves on the Commission on Reading for the National Council of Teachers of English. She is co-founder with her husband, Steven Strauss, of Maryland United to Protect Public Education.
Richard I. Allington is Professor of Education and Chair of the Department of Reading at SUNY-Albany. He is also a research scientist at the National Research Center on English Learning and Achievement where he co-directs a project on state educational policy making. Dick is a member of the board of directors of the International Reading Association and past president of the National Reading Conference.
Ellen H. Brinkley, Western Michigan University, works with preservice and practicing teachers of English language arts through courses on how to teach reading, writing, and literature. She also directs the Third Coast Writing Project. She is a former high school teacher who grew up in and first taught in Kanawha County, West Virginia, site of the 1974 protest over multicultural literature that James Moffett called the "storm in the mountains." In recent years some of her research and publications have focused on the political influences of Christian conservatives on curriculum and school policy. Her experience as grassroots activist and co-founder of Michigan for Public Education inform the chapters included in this text. She is also co-chair of a new coalition effort, the National Congress for Public Education, and her book Caught Off Guard: Teachers Rethinking Censorship and Controversy will be published in 1999.
Carole Edelsky is a Professor of Curriculum and Instruction at Arizona State University. She is one of the founders of PEAK (Public Education for Arizona's Kids), a community organization that advocates on behalf of public education.
Linda Ellis is an Assistant Professor in the Elementary Education Department at Stephen F. Austin State University in Nacogdoches, Texas. She is also a trainer for the New Jersey Writing Project and has taught summer writing institutes since 1988. Linda is an active member of several regional and state reading education organizations and past president of two area councils of the International Reading Association.
Yvonne S. Freeman directs the Bilingual Education Program and David Freeman directs the Language Development and TESOL programs at Fresno Pacific College in Fresno, California. Both are interested in literacy education for bilingual learners. They have worked with bilingual teachers in Argentina and Uruguay and spent a year as Fulbright scholars at the Universidad de Los Andes in Venezuela. The Freemans have published articles jointly and separately on the topics of literacy, linguistics, bilingual education, and second language learning in professional journals and books and have a regular column in the CABE newsletter. Their books include Whole Language for Second Language Learners and Between Worlds: Access to Second Language Acquisition, the latter receiving the Mildenberger Award from the Modern Language Association for outstanding research in the field of foreign and second language teaching. Their third collaboration, Teaching Reading and Writing in Spanish in the Bilingual Classroom, is published in English and Spanish editions.
Sharon Murphy is Associate Professor and the Director of the Graduate Programme in Education at York University, Toronto. Her interests are in reading theories, assessment, and socio-political aspects of literacy. Her most recent work, co-authored with Patrick Shannon, Peter Johnston, and Jane Hansen, is Fragile Evidence: A Critique of Reading Assessment. She is a co-editor of Language Arts.
Frances R. A. Paterson is an Assistant Professor of Educational Leadership at Valdosta State University, specializing in school law, the politics of curriculum, censorship, and professional ethics for educators. A former library media specialist and junior high school teacher, Dr. Paterson received her law degree and doctorate in education from the University of Oklahoma. She is the author of several articles and conference papers related to religious and political issues in curricular reform. She is also the author of Legally Related Religious Challenges to Public School Materials, Curricula, and Instructional Activities: The "Impressions" Controversies, 1986-1994.
Constance Weaver, Professor of English at Western Michigan University, is the author or editor of several books, most recently Lessons to Share on Teaching Grammar in Context (edited, 1998), Creating Support for Effective Literacy Education (1997), and Reconceptualizing a Balanced Approach to Reading (edited, 1998). From 1987 to 1990, she served as Director of the Commission on Reading of the National Council of Teachers of English. In 1996 she received the Charles C. Fries award from the Michigan Council of Teachers of English for distinguished leadership in the profession. Connie is also a co-founder of Michigan for Public Education, a nonprofit grassroots organization advocating equality and excellence in education.
Haley Woodside-Jiron is currently a Ph.D. student in the Reading Department at SUNY-Albany and serves as research assistant for the National Research Center on English Learning and Achievement.
Most helpful customer reviews
9 of 12 people found the following review helpful.
Every teacher should have this information!
By A Customer
It is amazing what some people will do to get their way or sell their material. Ken Goodman has told the story every teacher should know. Not only have laws been mandated in California, these phonics pushers are now headed toward Texas. The lies these people are telling is unbelievable and thank goodness Ken Goodman is watching out for us. It is through the information he has put together in this book that allows us to know what is going on behind the politicians' closed doors. Isn't it amazing what politicians are willing to do to get votes. Maybe they should try reading all the research for themselves before they go off screaming for laws that will mandate how teachers must teach reading. Do we really want politicians telling us how we must teach?
8 of 11 people found the following review helpful.
A hard-hitting, well-documented book
By A Customer
This collection of essays reveals the extent to which certain political groups have attacked public education and good teaching under the guise of "accountability" and "literacy." This is a must read for those interested in knowing more about the anti-teacher and anti-public school hysteria that has taken place over the past 10 years in the U.S.
11 of 30 people found the following review helpful.
More self-serving whole language nonsense
By A Customer
The only reason that there is a "reading war" is that:1) the American public finally realized that whole language was making our children illiterate; and 2) a handful of researchers who were not afraid to buck the whole language crusade did the research that shows how destructive whole language is--despite all of the smarmy talk. This book is best seen as the last gasp of a dying fad.
See all 3 customer reviews...
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