The Theory and Research Into Practice (TRIP) series presents volumes of works designed to offer a teacher audience a solid theoretical foundation in a given subject area, exposure to the pertinent research in that area, and a number of practice-oriented models designed to stimulate theory-based application in the reader's own classroom.
Titles currently available:
Dale, Helen. Co-Authoring in the Classroom: Creating an Environment for Effective Collaboration. 1997. No. 06951.
Co-Authoring in the Classroom argues for the inclusion of co-authoring in writing instruction and provides theoretical and research background to support the value of this strategy. This book offers practical suggestions on establishing groups, familiarizing students with the co-authoring process, and handling dissent and difference positively. Reproducible handouts of sample assignments and evaluation forms are also included.
Dean, Deborah. Genre Theory: Teaching, Writing, and Being. 2008. No. 18412.
Contemporary genre theory is probably not what you learned in college. Its dynamic focus on writing as a social activity in response to a particular situation makes it a powerful tool for teaching practical skills and preparing students to write beyond the classroom.
Finkle, Sheryl L., and Tamara J. Lilly. Middle Ground: Exploring Selected Literature from and about the Middle East. 2008. No. 31619.
For years, literature from and about the Middle East has largely been missing from middle and high school curricula. Changing demographics and global citizenship necessitate a better understanding of Middle Eastern history, culture, and literature. Recognizing this need, the authors offer a comprehensive review of the theory and practice of teaching Middle Eastern literature.
Hodges, Richard E. Learning to Spell. ERIC/RCS and NCTE. 1981. No. 27894.
Hodges introduces a new approach to spelling instruction that focuses on teaching children to spell through a rich interaction with written language. The activities presented draw on the multisensory experience with words, and the game format encourages inquiry, flexible thinking, alternate responses, and an independent rate of learning. The book includes, in traditional TRIP format, both theory and research sections as well as a useful practice section. The wide range of suggested activities makes it particularly useful for elementary, remedial, and special education teachers.
Johannessen, Larry R. Illumination Rounds: Teaching the Literature of the Vietnam War. 1992. No. 22728.
Johannessen, an experienced teacher and a Vietnam veteran, presents a convincing rationale for intensive study of the literature of the Vietnam War. He points to research that documents that the Vietnam War has been virtually ignored in all secondary curricula and helps to remedy this deficiency by offering English teachers a variety of useful classroom practices. Includes an extensive annotated bibliography of literature and film dealing with the Vietnam War.
Johannessen, Larry R., Elizabeth A. Kahn, and Carolyn Calhoun Walter. Writing about Literature: 2nd ed., Revised and Updated. 2009. No. 32111.
Drawing on years of real classroom experience, this follow-up to NCTE’s immensely popular Writing about Literature (1984) addresses the challenge many teachers face: How can we use writing assignments to deepen students’ understanding of literature, while at the same time improve their writing, critical thinking, and analytical skills?
Kahn, Elizabeth, Carolyn Calhoun Walter, and Larry R. Johannessen. Writing about Literature. ERIC/RCS and NCTE. 1984. No. 58773.
Kahn, Walter, and Johannessen present a set of sequences designed to teach students to support an interpretation, explicate an implied relationship, and analyze an author's generalizations. They provide a series of handouts that help students develop the skills of analysis and persuasion that are essential to writing about literature.
McAlexander, Patricia J., Ann B. Dobie, and Noel Gregg. Beyond the "SP" Label: Improving the Spelling of Learning Disabled Writers. 1992. No. 02891.
McAlexander, Dobie, and Gregg offer a fresh look at a problem that has persistently plagued student writers—spelling. Although this TRIP book deals with spelling weaknesses of both learning disabled and basic writers, its message to practitioners can also provide help for any student who has spelling weaknesses.
Moeller, Dave. Computers in the Writing Classroom. 2002. No. 08288.
For all students, the ability to write, to use a word-processing program, and to unite the two skills in a synergistic blend of form and content has become a key factor in achieving academic success. In Computers in the Writing Classroom, Dave Moeller presents teachers with a framework for helping them help students achieve this success.
Robinson, Randal. Unlocking Shakespeare's Language: Help for the Teacher and Student. ERIC/RCS and NCTE. 1988. No. 55685.
With the activities in this book, your students can come to understand the language of Shakespeare by learning to recognize and translate troublesome words and syntactic patterns. The activities involve rearranging words in lines of Shakespeare to a more familiar subject-verb-object, or complement, sequence; rearranging lines to reproduce Shakespearean rhymes and iambic pentameter; imitating Shakespeare using modern sentences; and other detailed work with words.
Wheeler, Rebecca S., and Rachel Swords. Code-Switching: Teaching Standard English in Urban Classrooms. 2006. No. 07028.
Code-Switching focuses on building on the linguistic knowledge that children bring to school and advocates the use of "code-switching" to enable students to add another linguistic code–standard English–to their linguistic toolbox.