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What are the implications of teaching phonics via a systematic direct intense program that mandates all children to experience the same scripted lesson at the same time? This book addresses the question through an in-depth play-by-play description of a phonics lesson as it occurred in a real ...

What are the implications of teaching phonics via a systematic direct intense program that mandates all children to experience the same scripted lesson at the same time? This book addresses the question through an in-depth play-by-play description of a phonics lesson as it occurred in a real classroom, followed by chapters that look at it from different angles by "zooming in" on one facet to analyze it closely: *Reading. What is reading? What definition of reading is presented (implicitly) in the phonics lesson? What do competing definitions from the reading research literature say about how important phonics rules are and how they are used by readers and teachers of reading? *Teacher knowledge. What is the role and the place of teacher knowledge as it relates to the lesson? What are the skills a teacher has and needs to use in a lesson that is completely scripted ? *The children. What are their roles and positions during the lesson? What are they learning? *Curriculum. Where does the phonics curriculum come from? Curriculum in general? Who does it serve and how? What is its purpose? * Culture. What is the role of culture in the lesson? How do cultural differences and culturally relevant pedagogy relate to the scripted phonics lesson? *Politics and ideology. Why and how is everything that happens in schools political? How are scripted lessons and resistance to them, forms of political action? *Teacher professionalism. How can teachers act in order to maintain academic freedom expressed as professional decision making in classrooms? The author of this book is not neutral. He presents the difficulties a teacher encounters in implementing mandated systematic, direct, intense phonics instruction and children who are confused and frustrated by it. But at the same time he constantly presents hope in the form of smart teachers, curious children, and possibilities for taking action that can lead to change. His direct, accessible writing style stimulates thought and discussion.

"Based on a breathtaking range of research in British and German archives, The War Come Home is written in an engaging, immediately accessible style and filled with rich anecdotes that are excellently told. This impressive book offers a powerful set of insights into the lasting effects of the First ...

"Based on a breathtaking range of research in British and German archives, The War Come Home is written in an engaging, immediately accessible style and filled with rich anecdotes that are excellently told. This impressive book offers a powerful set of insights into the lasting effects of the First World War and the different ways in which belligerent states came to terms with the war's consequences."--Robert Moeller, author of "War Stories: The Search for a Usable Past in the Federal Republic of Germany

"With verve, compassion, and above all else, clarity, "The War Come Home makes the dismal story of the failed reconstructions of disabled veterans in interwar Britain and German into engaging and provocative reading. Cohen moves from astute analysis of the interventions of high level bureaucrats to sensitive interpretations of how disabled veterans wrote and talked about their lives and the treatment they received at the hands of public and private agencies. She beautifully interweaves histories from below and above, showing how the two shaped -- but also collided with -- one another in profoundly consequential ways for the history of the 20th century."--Seth Koven, coeditor (with Sonya Michel) of "Mothers of a New World: Maternalist Politics and the Origins of Welfare States