GARN BACK TO SCHOOL BOOK SERIES: Preparing the Nation’s Teachers to Teach Reading: A Manifesto in Defense of “Teacher Educators Like Me”

“So it is to the nation’s teachers that I dedicate this book. We are all grateful for your hard work and dedication. You are one of our country’s greatest resources.” – Curt Dudley-Marling

Welcome to the Garn Press back to school book series featuring our recommended education books from the Garn library. Today’s recommended back to school book: Preparing the Nation’s Teachers to Teach Reading: A Manifesto in Defense of “Teacher Educators Like Me”. ON SALE on Amazon, 20% off, $15.95.

Preparing the Nation’s Teachers to Teach Reading: A Manifesto in Defense of “Teacher Educators Like Me”

Book: Preparing the Nation’s Teachers to Teach Reading
Author: Curt Dudly Marling
Garn Press (114 pp.)
ISBN: 978-1942146391
Print Book: Amazon (ON SALE $15.95)| Barnes & Noble | IndieBound (local bookstore) | Books-A-Million | Indigo Books
eBook: Amazon. Ebook $2.99 through Kindle Matchbook Program

About The Book

Preparing The Nation’s Teachers To Teach Reading: A Manifesto In Defense Of “Teacher Educators Like Me” by Curt Dudley-Marling offers a spirited defense of the work of university-based teacher educators to prepare the nation’s teachers to teach reading. This text gives particular attention to various reports of the National Council on Teacher Quality (NCTQ), which assert that university-based reading educators are not adequately preparing teachers to teach reading. Dudley-Marling shows that NCTQ’s reports are so flawed that they are useless in evaluating the effectiveness of reading education in schools of education. In particular, Preparing The Nation’s Teachers To Teach Reading demonstrates the complete absence of a relationship between NCTQ’s assessment of the quality of teacher preparation in reading in given states and how well students in those states actually perform on national assessments of reading achievement. He also responds to the criticism that teacher educators ignore research on the science of reading by critiquing the behavioral theory of reading that underpins NCTQ’s assessment of the preparation of teachers to teach reading. He then shows that reading educators like him do not ignore the science of reading by detailing the sociocultural model of reading that informs the work of most university-based reading educators. Finally, he shows that the ultimate goal of many educational reform groups like NCTQ is to undercut public support for traditional public schools to pave the way for free market-based schooling based on competition and profit and where literacy is a commodity to be exchanged in the marketplace and individuals are mere cogs in an economic machine. Reading educators like Dudley-Marling, on the other hand, see literacy as a key to personal fulfillment and satisfaction and maintaining a participatory democracy in which the economy is shaped to the needs of citizens, not the other way around.

Book Excerpt: Foreword by Marilyn Cochran-Smith

 

About the Author Curt Dudly Marling

Curt Dudley-Marling recently retired from Boston College after 33 years working in schools of education at universities in the US and Canada. Curt began his career as an elementary special education teacher working for 7 years in schools in Ohio and Wisconsin before earning his doctorate from the University of Wisconsin-Madison. Curt briefly resumed his classroom teaching career in the early 1990s, taking a one-year leave from his duties at York University in Toronto to teach 3rd grade.

Over the course of his academic career, Curt Dudley-Marling taught courses in language and literacy including early reading and writing methods courses for prospective teachers. He has published over 100 articles and book chapters and 14 books, much of this work focusing on language and literacy, Disability Studies, and classroom talk. Overall, his scholarship stands as a critique of deficit perspectives that implicate the families, culture, and language of students living in poverty in their high levels of school failure. His most recent research examines the effect of evidence-based discussion in elementary classrooms, particularly for students who are presumed to be at risk for educational failure.

In addition to his scholarly work, Curt has worked extensively in the schools helping teachers improve their practice with young readers and writers. Curt Dudley-Marling is a former co-editor of the NCTE journal Language Arts and former chair of NCTE’s Elementary Section. In 2014 he was honored as the first Kate Welling Distinguished Scholar in Disability Studies at Miami University in Oxford, Ohio.

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