Review
"Teaching All the Children captures the best of research, theory, and advocacy. Too often educational publications do not translate theory into applications for teachers, principals, and parents: this book is one of the best I have read at making the theoretical practical. The book is full of outstanding frameworks and strategies for improving schools. In Newark, we have seen the effects of these ideas translate into significant achievement gains for a growing number of our schools. I recommend this book without hesitation to superintendents, principals, teachers, parents, and community stakeholders. It is one of those rare books that should be read, reviewed, and applied throughout a school year."--Marion Bolden, Superintendent, Newark, NJ, Public Schools
"So much of academic achievement stems from the belief that all students can succeed at the highest performance levels. This publication represents one of the few books that begin with data related to changing population demographics in America, and immediately provide excellent suggestions that teachers, parents, and policymakers can use to accelerate learning for all students. Rather than lowering expectations for students, the editors and authors of this dynamic book make suggestions for how all students can avoid the label of 'underperforming.' Uniquely valuable, the concepts and strategies provided here can easily be applied to suburban and rural school communities as well as urban ones."--Larry Leveritt, Superintendent, Greenwich, CT, Public Schools
"Teaching All the Children is a 'must read' for all urban educators who care about increasing student achievement. The book details in-school and out-of-school factors that affect student achievement, as well as what we can do as educators to overcome these issues. This volume outlines strategies that truly will help urban children around the country to be successful."--Duncan P. Pritchett, EdD, Superintendent, Indianapolis, IN, Public Schools
"Teaching All the Children focuses on one of the most urgent educational issues of our time: the literacy needs of students in urban schools. At a time when views of learning are narrowing, the volume emphasizes the ways biological, psychological, social, and structural forces interweave to construct literacy learning trajectories. The volume is ambitious in scope, tackling curricular, assessment, and instructional issues at all grade levels. The multivocal nature of the book promises to resonate with multiple audiences, making it a valuable tool for preservice teachers, practicing professionals, teacher educators, and administrators."--Alfredo J. Artiles, PhD, Peabody College, Vanderbilt University
"This valuable resource brings together the work of some of our most knowledgeable and credible educators. Together, they successfully lay out key issues related to teaching and learning in urban schools in a way that is clear, honest, and accessible. The strategies offered are well worth our time and attention, regardless of where we teach. I recommend it highly."--Dorothy S. Strickland, PhD, Graduate School of Education, Rutgers--The State University of New Jersey
"Teaching All the Children is one of those rare books where the authors' knowledge and their passion for sharing it combine in one electrifying mix. The result is an instructional resource so rich in content that no school, classroom, library, or board office should be without it. The distinguished list of contributors reads like a 'who’s who' in urban literacy education. Fortunate are the children whose lives will be touched by readers of this remarkable book."--Donna E. Alvermann, PhD, Editor, Reading Research Quarterly; Department of Reading Education, University of Georgia
"This book asks an essential question: What do urban children and adolescents need and deserve related to their literacy instruction? Instead of typecasting urban students as 'problems,' this refreshing text offers doable recommendations for providing all students in urban settings with appropriate and effective literacy education. It's great to have authors who are a mix of researchers, teacher educators, and teachers, which brings a true-to-life tone to the book. Readable and consistently well-written chapters will foster discussion about important issues and would be suitable as weekly assignments in undergraduate and graduate literacy courses."--MaryEllen Vogt, EdD, CSU Center for the Advancement of Reading, College of Education, California State University, Long Beach
"I stayed up until midnight finishing this book--and nodded my head in agreement all the way through! After reading this book, I am more convinced than ever that teacher education programs must better prepare teachers to work with children and families in urban settings. The book offers clear practices and strategies for how this can be done; how we can truly teach all of the children. The key points have relevance at all levels of the educational community, from preservice teachers to veteran teachers and administrators. This book will serve us well as we strive to improve literacy learning in urban settings."--Patricia A. Edwards, PhD, Michigan State University
"A valuable resource for anyone interested in literacy in urban settings." ― NCTE Professional Journal Book Review Published On: 2004-04-30
"This valuable resource brings together the work of some of our most knowledgeable and credible educators. Together, they successfully lay out key issues related to teaching and learning in urban schools in a way that is clear, honest, and accessible. The strategies offered are well worth our time and attention, regardless of where we teach. I recommend it highly. -Dorothy S. Strickland, PhD, Graduate School of Education, Rutgers" ― The State University of New Jersey Published On: 2004-04-30
About the Author
Diane Lapp, EdD, is Professor of Reading and Language in the Department of Teacher Education at San Diego State University.
Cathy Collins Block, PhD, has served on the graduate faculty at Texas Christian University since 1977.
Eric J. Cooper, EdD, is President of the National Urban Alliance for Effective Education at the Council of Great City Schools, Washington, DC, and the University of Georgia, Athens.
James Flood, PhD, is Professor of Reading and Language Development at San Diego State University.
Nancy Roser, EdD, is Professor of Language and Literacy Studies, Flawn Professor of Early Childhood Education, and Distinguished Teaching Professor at the University of Texas at Austin.
Josefina Villamil Tinajero, PhD, is Interim Dean of the College of Education and Professor of Bilingual Education at the University of Texas at El Paso, where she also directs the nationally acclaimed Mother-Daughter/Father-Son Programs.
