Considers how commercialization has brought popular culture texts and products into children's book publishing, possibly compromising the potential for books that reflectively engage children. Hopes to inform readers of current influences on children's book publishing and to raise questions for discussion and debate among those who are interested…

Considers how a worksheet-driven curriculum violates the literacy rights and learning potential of special needs children. Discusses the developmental appropriateness of worksheets and outlines 11 reasons why there are problems with using worksheets for children with special needs, and in many cases, any young child. Presents some alternatives to…

Argues that the absence of the arts in testing programs contributes to their marginalization. Considers the role of imaginative potential in determining what is important in schools. Considers what the arts have to do with literacy, that is, with the standard conceptions of reading and writing. Discusses transforming brains to minds, the arts as…

Shows how a study of public art as reflected in current and historical photographs of school buildings provides a new lens for examining educational standards. Considers how using the principles and practices of contemporary public art, preservice teachers identified a number of the assumptions made about the built environments of their city…

Considers how the concept of "literacy," especially intensified by the current conservative political climate, has been falsely reified as a clearly distinct "thing" that can be taught and tested in simple and standardized ways. Identifies literacy competencies as "subrosa literacy" and describes detailed performances of these abilities (including…

Discusses the current political situation in the United States and the ways in which literacy education, particularly reading education, has been socially constructed and politically situated in the last several years. Suggests that the policies educators are currently implementing will lead to a generation of teachers who pay homage to externally…

Describes how the linguistic and cultural connections in a family storytelling event link literacy practices in Mexican American homes with those found in school. Presents six recommendations when working with culturally and linguistically diverse parents. (SG)

Questions students on what gets in the way of reading for them and what advice they would give educators to help overcome those obstacles. Concludes that as a result of their words, educators now look at each classroom for common elements that support all readers: diverse resources, respected adults as readers, choice, time for reading, multiple…

Describes how a teacher's journey of documenting everyday literacy events on the streets in her community changes her understanding of what it means to bring the outside world and local literacies into her classroom. Concludes that educators must place value on who students are and where they come from. Suggests that educators and students must…

Compares the traditional view of science with the more multidimensional view outlined in science reform documents. Outlines different genres of science nonfiction trade books. Describes a science text set and how it is used to encourage both science inquiry and science literacy practices in a unit on sound and hearing. (SG)

Tells a story of woodcrafters' city as a metaphor for testing and learning in today's educational system. Considers the structure of organized education addressing standards, logic and science. (SG)

Describes how the author prepares students for the test using genre study and problem-solving strategies. Notes how she struggles with questions about the role that tests play in schools and in children's lives. Notes the importance of teaching students how to take the test, but recognizes it has become more important to help them understand the…

Offers one teacher's Top Ten list for ways to remain true to excellence in teaching despite the tug of war around testing. Suggests that when teachers start to make teaching decisions based on a test, they become powerless. Concludes that it is important not to sacrifice teaching, devotion to children, or standards of excellence for high-stakes…

Describes how a group of Texas teacher educators use story to examine their teaching decisions in the face of a test-driven curriculum. Notes that their stories reflect their responses to pressures to create curriculum that imitates the test rather than remaining learner-centered. (SG)

Questions if it is possible that any place still exists without pressure to teach to the test. Describes one school district that has been able to do so by creating a vision that allows educators to work as professionals. (SG)