Patrick Shannon

Closer Readings of the Common Core: Asking Big Questions About the English / Language Arts Standards Patrick Shannon

Marc Notes: Includes bibliographical references and index. Publisher Marketing:"We open up the Common Core State Standards process and product, revealing that both are constructions-partial and value laden. With this understanding, we hope readers will step forward to take active roles in the discussion of why CCSS as well as how CCSS." -Patrick Shannon Common Core is on everyone's lips. We all want answers about implementation and integration as well as about what constitutes "close reading" or "text complexity." But who is asking the big questions: Common to whom? Core of what? Standards toward what end? Closer Readings of the Common Core finally asks and answers those questions. Patrick Shannon convenes a conversation among some of the most respected members of the field. They examine the history and content of the standards, teasing out their implications for teachers and classrooms, critiquing their assumptions about students and learning, and looking at their portent for American education now and in the future. With compelling analysis from Shannon, Peggy Albers, Randy Bomer, Catherine Compton-Lilly, Curt Dudley-Marling, Elizabeth Jaeger, Marjorie Orellana, Sandra Wilde, and Maja Wilson, teachers, school leaders, and policy makers will have the understanding necessary to avoid passively receiving mandates. Instead they'll be able to ensure that instructional decision making remains meaningful and well-informed. Contributor Bio:  Shannon, Patrick Patrick Shannon's latest book with Heinemann is Closer Readings of the Common Core, an analysis and critique the Common Core State Standards. He and his colleagues seek answers to the big questions about standards (Common to whom? Core of What?) by examining the product and process of the CCSS document, its creation, and its adoption. A former preschool and primary grades teacher, Pat is currently a professor of education at The Pennsylvania State University. He is the author of numerous other Heinemann titles, including Reading Against Democracy (2005); Education, Inc. (2002); Becoming Political, Too (2001); iShop, You Shop (2001); Reading Poverty (1998); text, lies, & video tape: stories about life, literacy, & learning (1995); and Becoming Political: Readings and Writings in the Politics of Literacy Education (1992), all published by Heinemann. Contributor Bio:  Larson, Joanne Joanne Larson is Michael W. Scandling Professor of Education and Chair of the Teaching and Curriculum program at the University of Rochester s Warner Graduate School of Education and Human Development, USA. She received her PhD at the University of California, Los Angeles in 1995. Larson s ethnographic research examines how language and literacy practices mediate social and power relations in literacy events in schools and communities. She is currently collaborating with Rochester community residents on a participatory action research project examining changes associated with transforming a local corner store into a cornerstone of healthy living. Her book "Radical Equality in Education: Starting Over in US Schooling" (Routledge, 2014) makes the case for beginning with assumptions of equality instead of inequality in education. She is the editor of "Literacy as Snake Oil: Beyond the Quick Fix, Second Edition "(Lang, 2007) and co-editor with Jackie Marsh of "Handbook of Early Childhood Literacy" (Sage, 2013). Larson's journal publications include research articles in "Research in the Teaching of English"; "Written Communication: Linguistics and Education"; "Journal of Early Childhood Literacy, "and" Discourse and Society".