{"product_id":"writing-for-a-change-isbn-9780787986575","title":"Writing for a Change","description":"\u003ci\u003eWriting for a Change\u003c\/i\u003e shows teachers how to engage students in “real world” problem-solving activities that can help them to acquire voice, authority, and passion for both reading and writing practice. Written in collaboration with the Center for Social Action in England, the book describes the innovative Social Action process for encouraging students to collaborate on problems of their own choosing—to analyze options, develop action plans, discover solutions, and finally to reflect on their work. Featuring stories by teachers who have successfully used the method, the book shows that first graders as well as high-school students can enjoy this exciting and educational process. Practical guidance for applying the process to any curricular area is provided along with an extensive list of classroom activities.  \u003cp\u003eForeword, Richard Sterling xi\u003c\/p\u003e \u003cp\u003eSponsors xiii\u003c\/p\u003e \u003cp\u003ePreface xv\u003c\/p\u003e \u003cp\u003eEditors and Contributors xxi\u003c\/p\u003e \u003cp\u003eONE Exploring Student-Driven Learning and Literacy Through Social Action 1\u003c\/p\u003e \u003cp\u003ePART ONE Social Action in Practice 9\u003c\/p\u003e \u003cp\u003eTWO Power Play 11\u003cbr\u003e Paula Laub\u003c\/p\u003e \u003cp\u003eTHREE Lending Student Voice to Curriculum Planning 19\u003cbr\u003e Dietta Poston Hitchcock\u003c\/p\u003e \u003cp\u003eFOUR The Story of the Youth Dreamers: In Their Own Words 25\u003cbr\u003e Mildred Harris, Chantel Morant, Shanta Crippen, Chris Lawson, Chekana Reid, Cierra Cary, Tiffani Young-Smith\u003c\/p\u003e \u003cp\u003eFIVE Reflections on the Youth Dreamers 31\u003cbr\u003e Kristina Berdan\u003c\/p\u003e \u003cp\u003eSIX Community Action in a Summer Writing Institute 43\u003cbr\u003e Chinwe “La Tanya” Obijiofor\u003c\/p\u003e \u003cp\u003eSEVEN Changing Our World 51\u003cbr\u003e Lori Farias, Critics of Society Class\u003c\/p\u003e \u003cp\u003eEIGHT Poetry and Power in the Creative Writing Workshop 57\u003cbr\u003e Maggie Folkers\u003c\/p\u003e \u003cp\u003eNINE Shall We Dance? 63\u003cbr\u003e Connie Ellard Bunch\u003c\/p\u003e \u003cp\u003eTEN The March on John Philip Sousa 67\u003cbr\u003e Elizabeth A. Davis\u003c\/p\u003e \u003cp\u003eELEVEN Social Action and Parent Involvement 73\u003cbr\u003e Mildred Serra\u003c\/p\u003e \u003cp\u003ePART TWO Getting Started with Social Action 79\u003c\/p\u003e \u003cp\u003eTWELVE Learning from Social Action: Reflections on Teaching and Social Action 81\u003c\/p\u003e \u003cp\u003eTHIRTEEN Principles for Practice: What Is Social Action? 87\u003cbr\u003e Jennie Fleming, Ian Boulton\u003c\/p\u003e \u003cp\u003eFOURTEEN Recommendations for the Classroom: Before You Start 97\u003cbr\u003e Jennie Fleming, Ian Boulton\u003c\/p\u003e \u003cp\u003ePART THREE Stuff You Can Try: Activities for Social Action 107\u003c\/p\u003e \u003cp\u003eMetro Map 111\u003c\/p\u003e \u003cp\u003eNaming the Group 113\u003c\/p\u003e \u003cp\u003eCommunity Vocabulary 115\u003c\/p\u003e \u003cp\u003eDevising the Vision 117\u003c\/p\u003e \u003cp\u003eHow We Behave in Groups 119\u003c\/p\u003e \u003cp\u003eMovie Poster 121\u003c\/p\u003e \u003cp\u003eFour Faces 124\u003c\/p\u003e \u003cp\u003eBut Why? 127\u003c\/p\u003e \u003cp\u003eCodes 132\u003c\/p\u003e \u003cp\u003eChanging Your Mind 134\u003c\/p\u003e \u003cp\u003eSculpts 136\u003c\/p\u003e \u003cp\u003eThe Three C’s 138\u003c\/p\u003e \u003cp\u003eSWOT 140\u003c\/p\u003e \u003cp\u003eIdeal Specimen 142\u003c\/p\u003e \u003cp\u003eForce Field Analysis 144\u003c\/p\u003e \u003cp\u003eWorst Nightmare 147\u003c\/p\u003e \u003cp\u003eNow\/Soon\/Later 149\u003c\/p\u003e \u003cp\u003eThe Swimming Pool 151\u003c\/p\u003e \u003cp\u003eMessages 153\u003c\/p\u003e \u003cp\u003eReferences 155\u003c\/p\u003e \u003cp\u003eResources for Further Reading 157\u003c\/p\u003e \u003cp\u003eIndex 159\u003c\/p\u003e  \"This informative paperback discusses the development of teacher-facilitated and student-driven social action projects.\" (\u003ci\u003eChildhood Education\u003c\/i\u003e, Fall 2007)  \u003cp\u003e\"This book engages with an integrative framework of literacy acceleration and critical social action.\" (\u003ci\u003ePsycCritique\u003c\/i\u003es, 09\/06\/2007)\u003c\/p\u003e  \u003cb\u003eThe National Writing Project\u003c\/b\u003e (NWP) is a professional development program for teachers founded in 1974 at the University of California. Through its nationwide network of teachers and training sites, the NWP seeks to promote exemplary writing instruction in every classroom.  \u003cp\u003e\u003cb\u003eKristina Berdan\u003c\/b\u003e has been a teacher for eight years and currently teaches language arts to seventh graders at the Stadium School in Baltimore,Maryland. She also works with sixth-, seventh-, and eighth-grade Youth Dreamers at school and is president of the Stadium School Youth Dreamers, Inc., working alongside youth officers. A National Board Certified Teacher, she is also a part-time faculty member at Towson University and a teacher-consultant with the Maryland Writing Project.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eIan Boulton\u003c\/b\u003e has worked as a trainer and community worker for twenty-five years. He is a partner in The Social Action Company, a group of consultants that use Social Action methods to develop social care and community projects in Eastern Europe.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eElyse Eidman-Aadahl\u003c\/b\u003e directs national programs and site development for the National Writing Project (NWP) at the University of California, Berkeley. A former high school English teacher and university teacher educator, she has been both a teacher-participant and a national leader in a range of teacher learning networks in the NWP and in other professional organizations. Her founding work with the collaboration between the NWP and the Centre for Social Action grows out of a long-standing interest in teachers’ learning from literacy work and youth work in out-of-school settings.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eJennie Fleming\u003c\/b\u003e began her working life as a youth and community worker on voluntary and statutory youth work projects in the United Kingdom. Since 1995, she has worked actively to develop Social Action practice at the Centre for Social Action (CSA) at De Montfort University in England. She has been part of the collaboration between the CSA and the National Writing Project from its inception.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eLaunie Gardner\u003c\/b\u003e has been a teacher for sixteen years and currently teaches eleventh- and twelfth-grade English, civics, and economics at Truckee Meadows Community College High School in Reno, Nevada. She also serves as co-chair of the board of directors of Rainshadow Community Charter High School, a school that is attempting to integrate interdisciplinary, project-based, and communitybased hands-on learning. She served as director for the Northern Nevada Writing Project and remains involved with its professional development activities focused on Social Action.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eIana Rogers\u003c\/b\u003e is national programs manager for the National Writing Project (NWP) at the University of California, Berkeley. She has been working with the collaboration between the NWP and the Centre for Social Action since 2001.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eAsali Solomon\u003c\/b\u003e has been working with the National Writing Project collaboration with the Centre for Social Action since 2000. She is currently assistant professor of English at Washington \u0026amp; Lee University in Lexington,Virginia, where she teaches African American literature, composition, and creative writing and often uses Social Action activities with her students.\u003c\/p\u003e  \u003ci\u003eWriting for a Change\u003c\/i\u003e shows teachers how to engage students in \"real world\" problem-solving activities that can help them to acquire voice, authority, and passion for both reading and writing practice. Written in collaboration with the Centre for Social Action in England, the book describes the innovative Social Action process for encouraging students to collaborate on problems of their own choosing—to analyze options, develop action plans, discover solutions, and finally to reflect on their work. Featuring stories by teachers who have successfully used the method, the book shows that first graders as well as high-school students can enjoy this exciting and educational process. Practical guidance for applying the process to any curricular area is provided along with an extensive list of classroom activities.  \u003cp\u003e\"This is the book educators have been waiting for: practitioner guidance on combining literacy education and community problem solving to create a powerful form of service-learning in which students can master critical academic and civic competencies.\"\u003cbr\u003e —Betsey McGee, former senior program officer, Academy for Educational Development\u003c\/p\u003e \u003cp\u003e\"An excellent book, celebrating and demonstrating practical social action approaches that support children and young people to make change happen in their schools, in their communities, and in their lives. A timely and vital challenge to educationalists in formal and informal settings on both sides of the Atlantic, invigorating education for empowerment and social change, showing that citizenship can only be learned through doing.\"\u003cbr\u003e —Bill Badham, development officer, The National Youth Agency (England)\u003c\/p\u003e \u003cp\u003e\"A perfect combination of inspiration and practical advice. Chock-full of ideas and activities that eat away a sense of powerlessness and turn angst into action.\"\u003cbr\u003e —Wendy Saul, professor of education and international studies, University of Missouri—St. Louis\u003c\/p\u003e  \"This is the book educators have been waiting for: practitioner guidance on combining literacy education and community problem solving to create a powerful form of service-learning in which students can master critical academic and civic competencies.\"\u003cbr\u003e —Betsey McGee, former senior program officer, Academy for Educational Development  \u003cp\u003e\"An excellent book, celebrating and demonstrating practical social action approaches that support children and young people to make change happen in their schools, in their communities, and in their lives. A timely and vital challenge to educationalists in formal and informal settings on both sides of the Atlantic, invigorating education for empowerment and social change, showing that citizenship can only be learned through doing.\"\u003cbr\u003e —Bill Badham, development officer, The National Youth Agency (England)\u003c\/p\u003e \u003cp\u003e\"A perfect combination of inspiration and practical advice. Chock-full of ideas and activities that eat away a sense of powerlessness and turn angst into action.\"\u003cbr\u003e —Wendy Saul, professor of education and international studies, University of Missouri—St. Louis\u003c\/p\u003e","brand":"Jossey-Bass","offers":[{"title":"Default Title","offer_id":47990510780645,"sku":"NP9780787986575","price":25.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9780787986575.jpg?v=1761788120","url":"https:\/\/k12savings.com\/products\/writing-for-a-change-isbn-9780787986575","provider":"K12savings","version":"1.0","type":"link"}