Teaching Authentic Language Arts in a Test-Driven Era

<p>Most pre-service education students are enthusiastic about the progressive, constructivist, and student-centered theory and practice advocated in many teacher education programs and by the National Council of Teachers of English. Yet in actual day-to-day practice, teachers often have trouble thinking of ways in which such student-centered and constructivist practices in literacy instruction can be implemented in classrooms which are increasingly driven by high stakes tests, increased accountability, and mandated and even 'teacher proof' scripted curricula. <em>Teaching Authentic Language Arts in a Test-Driven Era</em> provides a powerful and much-needed counterargument to the assumption that test-driven curricula preclude meaningful instruction and authentic student engagement within a Language Arts curriculum. Providing teachers with the theoretical stances and pedagogicals tools to develop a Language Arts practice which can be personally rewarding as well as beneficial to students,<em>Teaching Authentic Language Arts in a Test-Driven Era</em> empowers teachers to be effective even within the confines of a testing- and accountability-driven curriculum.</p> <p>@contents:Selected Contents:</p><p>Chapter One: Surviving and Thriving in a Test- and Accountability-Driven Culture</p><p>Chapter Two: Constructivist Controversies</p><p>Chapter Three: Writing Theory and Practice</p><p>Chapter Four: Reading Theory and Practice</p><p>Chapter Five: Symbolic Assessment and Authentic Assessment</p><p>Chapter Six: Aesthetic Education</p><p>Chapter Seven: Teaching Social Justice in a Test-Driven Era</p><p>Chapter Eight: Teaching Language Arts in a Test Driven Era</p>