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Articles by Bob Fecho
Reclaiming Literacy Classroom Through Critical Dialogue
Tim (all student names are pseudonyms), a young English teacher, took a position in a corporately owned charter school. Despite misgivings—“Just not sure privatization and choice are the saviors of public education”—Tim needed a job and accepted what was offered. Typically for Tim, he threw himself into his teaching, getting additionally involved in class sponsorship and student government.
Cultivating Young Multilingual Writers: Nurturing Voices and Stories in and beyond the Classroom Walls
Description This book is written for K–5 educators who are interested in cultivating young writers by designing and facilitating writing instruction that begins with the resources that students bring to the classrooms from their families, homes, and communities. This kind of asset-based and individualized instruction is designed to meet the unique writing needs of each young writer.
Challenging Traditional Classroom Spaces with YA Literature: Students in Community as Course Co-Designers
Description As a high school teacher, Ricki Ginsberg realized that a truly student-centered classroom requires student input. To foster a more ethical, community-based approach to curriculum design and instruction, she worked with her students to reimagine and co-design existing, grade-level courses, and in doing so, they integrated young adult literature as central to the curriculum and course design.
Growing Writers: Principles for High School Writers and Their Teachers
When principles guide our teaching, we can better understand our teaching purposes, make decisions about approaches and content, vet ideas supplied by others, and grow as teachers of writing.
Special Issues, Volume 1: Racial Literacy: Implications for Curriculum, Pedagogy, & Policy
There’s a great deal of uncertainty, discord, and increased volatility across a number of critical institutions in our society. Each day on social media and TV news outlets we read, listen to, and/or watch events unfold that are linked to political, economic, health, legal, and educational inequities that can be traced to racist ideologies and practices.
Where Is the Justice? Engaged Pedagogies in Schools and Communities
This inspirational book is about engaged pedagogies, an approach to teaching and learning that centers dialogue, listening, equity, and connection among stakeholders who understand the human and ecological cost of inequality. The authors share their story of working with students, teachers, teacher educators, families, community members, and union leaders to create transformative practices within and beyond public school classrooms.
Teaching Literature to Adolescents
Table of Contents Preface Part 1: Why Should I Teach Literature? 1) Why Teaching Literature Still Matters in the 21st Century 2) How Will I Come To Know My Students Part 2: What Texts Will Students Read and View in My Classroom? 3) How Do I Plan an Integrated Curriculum? 4) How Do I Choose and Teach Texts for My Students Within and Beyond the Canon? 5) How Do I Use of Multimodal/Digital Tools for Responding to and Creating Multimodal Texts? Part 3: How Will I Teach Literature?
Principles in Practice
Books in the Principles in Practice imprint offer teachers concrete illustrations of effective classroom practices based in NCTE research briefs and policy statements.
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