Annotated Bibliography of Resources for Educational Reform, Coherent Teaching Practice, and Improved Student Learning
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Stock, P. (1995). The dialogic curriculum: Teaching and learning in a multicultural society. Portsmouth, NH: Boynton/Cook.
Through a series of anecdotes and sample student writings, Patricia Stock reveals an inquiry into practice that a group of teachers began in an attempt to make the classroom more meaningful for multicultural students, as well as to advance the principles of good writing. The author has titled this type of study "dialogic curriculum" since it involves the teacher and student in an interactive spoken and written dialogue. The process stresses the development of the student's personal story as a vehicle to teach written communication skills. Though traditional grammar study was not a focal point of the strategy, the grammatical structure of the student writings improved when quality communication was stressed. She found that even those students who had extremely poor writing skills at the beginning of the process were able to make significant gains during the process.
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