Educators often feel frustrated by their school's lack of comprehensive programs to address the needs of diverse learners. Many noted literacy experts believe that school programs for diverse learners will remain ineffectual until instruction involves teachers, specialists, administrators, and families in collaborative decision making, mediation, negotiation, and respect for differences.
Collaboration for Diverse Learners brings together several expert perspectives on achieving effective collaboration to accelerate the literacy development of diverse learners. You will find in this important volume many resources to guide your own decision making and development of successful collaboration programs: in-depth analyses of collaborative efforts, multiple ways to think about collaboration and its implementation, and examples of collaborative projects that are successfully in place in schools throughout the United States. You'll be especially inspired by the first-hand stories of educators, children, and families who present the possibilities for partnerships that advance the learning of all students.
Published by International Reading Association
Table of Contents
Contents: Foreword. Introduction: Collaboration for Diverse Learners: A Beginning. Part I: Ways to Think About Collaboration. V.J. Risko, K. Bromley, New Visions of Collaboration. M. Montague, C. Warger, Getting Started With Collaboration. B.J. Walker, R.J. Scherry, C. Gransbery, Collaboration in the Schools: A Theoretical and Practical View. J.S. Schumm, M.T. Hughes, M.E. Arguelles, Co-Teaching: It Takes More Than ESP. M.C. Pugach, M.A. Fitzgerald, Collaboration as Deliberate Curriculum Decision Making. N.D. Padak, C. Sapin, C.S. Ackerman, "Title I Bought That Coffee Pot!" Family Literacy Professionals Learn to Collaborate. Part II: Multiple Pathways to Collaboration. J.K. Peck, Collaboration in a First-Grade Classroom: Shared Inquiry Supports Diverse Learners' Literacy Development. P. Douville, K.D. Wood, Collaborative Learning Strategies in Diverse Classrooms. D. Ogle, E. Fogelberg, Expanding Collaborative Roles of Reading Specialists: Developing an Intermediate Reading Support Program. C.A. Lyons, Developing Successful Collaborative Literacy Teams: A Case Study. B. Rainforth, J.L. England, Educational Teams for Students With Diverse Needs: Structures to Promote Collaboration and Impact. P.R. Schmidt, Emphasizing Differences to Build Cultural Understandings. B. Pérez, Communicating and Collaborating With Linguistically Diverse Communities. P.A. Edwards, J.C. Danridge, Developing Collaboration With Culturally Diverse Parents. F.V. Rodríguez-Brown, Home-School Connections in a Community Where English Is the Second Language: Project FLAME. G. Ernst-Slavit, J.W. Han, K.J. Wenger, Reading at Home, Reading at School: Conflict, Communication, and Collaboration When School and Home Cultures Are Different. T.J. Kennedy, G.F. Canney, Collaboration Across Language, Age, and Geographic Borders. S.S. Osborne, A.C. Schulte, A School-University Project on Collaboration and Consultation. R.M. Bean, Classroom Teachers and Reading Specialists Working Together to Improve Student Achievement. S.P. Brophy, Establishing Effective Collaboration for Knowledge Building With Technology Supports. Part III: Conclusions. K. Bromley, V.J. Risko, Collaboration for Diverse Learners: Reflections and Recommendations.
Victoria J. Risko Peabody College of Vanderbilt University Nashville, Tennessee, USA, Karen Bromley State University of New York at Binghamton, Binghamton, New York, USA