Bob Fecho, reading education professor, recently published Writing in the Dialogical Classroom: Students and Teachers Responding to the Texts of Their Lives with the National Council of Teachers of English.
Fecho, coordinator of the reading education program in the department of language and literacy education, focuses on adolescent learners in the book and argues that teachers need to develop writing experiences that are reflective across time to foster deeper explorations of subject matter.
He creates an ongoing conversation between classroom practice, theory and research to show how each informs the others.
Dialogical writing combines academic and personal writing; allows writers to bring multiple voices to the work; involves thought, reflection and engagement across time and space; and creates opportunities for substantive and ongoing meaning making, he said.
The book draws on the NCTE Guideline on the teaching of writing, and it carries the Principles in Practice imprint, which offers teachers concrete illustrations of effective classroom practices based in NCTE research briefs and policy statements.
