Newly available in paperback, this book traces a close engagement with Derrida's writing over two decades examining the relationship between deconstruction, literature and ethics.

Introducing readers to a new theory of 'responsible reading', this book presents a range of perspectives on the contemporary relationship between modernism and theory. Emerging from a collaborative process of comment and response, it promotes conversation among disparate views under a shared commitment to responsible reading practices. An international range of contributors question the interplay between modernism and theory today and provide new ways of understanding the relationship between the two, and the links to emerging concerns such as the Anthropocene, decolonization, the post-human, and eco-theory. Promoting responsible reading as a practice that reads generously and engages constructively, even where disagreement is inevitable, this book articulates a mode of ethical reading that is fundamental to ongoing debates about strength and weakness, paranoia and reparation, and critique and affect.

A trusted practitioner guide and course text, this book provides a complete introduction to the multiple roles of the reading specialist in grades PreK-12. Rita M. Bean offers evidence-based best practices for working with struggling readers; supporting teachers through professional development and coaching; planning curricula; assessing at the individual, classroom, and school levels; and building strong school, family, and community partnerships. User-friendly features include helpful classroom vignettes, questions for discussion and reflection, follow-up activities, and ideas for instructors and workshop leaders. Reproducible forms and worksheets can be downloaded and printed in a convenient 8 1/2" x 11" size. New to This Edition New overarching framework that connects literacy leadership more directly to classroom instruction and assessment. Links to the Common Core State Standards (CCSS) and new standards-based examples are included throughout. Expanded coverage of literacy coaching, middle and high school grades, and response to intervention. Chapters now begin with key questions and include annotated resources for further reading.

Primary text for middle school language arts methods courses. Presents balanced attention to various teaching strategies, processes, and content, demonstrating how all of these connect to improve students abilities to communicate.

Reading Upside Down offers a paradigm shift from achievement gaps to opportunity gaps in literacy instruction. Drawing on the author's rich experiences working one-on-one with challenged readers, this book presents case studies illustrating the complexities of student learning experiences and the unique circumstances that shaped their acquisition of literacy. Wolter explores eight key factors that contribute to reading challenges in developing readers, including school readiness, the use of prescribed phonics-based programs, physical hurdles, unfamiliarity with English, and special education labeling. With a focus on the differences that educators can make for individual students, the text suggests ways to identify and address early opportunity gaps that can impact students throughout their entire educational career.

Some say that private law ought to correct wrongs or to protect rights. Others say that private law ought to maximise social welfare or to minimise social cost. In this book, Emmanuel Voyiakis claims that private law ought to make our responsibilities to others depend on the opportunities we have to affect how things will go for us. Drawing on the work of HLA Hart and TM Scanlon, he argues that private law principles that require us to bear certain practical burdens in our relations with others are justified as long as those principles provide us with certain opportunities to choose what will happen to us, and having those opportunities is something we have reason to value. The book contrasts this 'value-of-choice' account with its wrong- and social cost-based rivals, and applies it to familiar problems of contract and tort law, including whether liability should be negligence-based or stricter; whether insurance should matter in the allocation of the burden of repair; how far private law should make allowance for persons of limited capacities; when a contract term counts as 'unconscionable' or 'unfair'; and when tort law should hold a person vicariously liable for another's mistakes.

Practitioner Enquiry: Professional Development with Impact for Teachers, Schools and Systems offers an accessible, step-by-step guide to practitioner enquiry, describing what practitioner enquiry is, what its adoption in schools entails, and what research and experience says about its benefits and possible pitfalls. Written by an experienced Headteacher who has worked with many schools to support their own engagement with practitioner enquiry, and who has been using the approach himself for over eight years, the chapters examine all aspects of its theory, practice and engagement. The book includes a variety of case studies to explore the effect of practitioner enquiry across a range of settings, and to show how you can bring about deep, sustainable and embedded change that has positive impacts for all learners. Chapters cover: how you can create the conditions for succeeding with practitioner enquiry the process of enquiring into your practice the role of school leaders and teachers in successful enquiry processes the benefits you may expect from such enquiry case studies from a number of different contexts, showing enquiry in action examples of research posters produced by teachers involved in enquiry. Practitioner Enquiry serves as a much-needed injection of up-to-date research into the field, combining theory and practice in an engaging and comprehensive style. It will be key reading for teachers and school leaders in both primary and secondary sectors.