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Abstract

The authors argue that teachers are accountable not to some narrow “top” but to the rhythms and rhymes of their developing students.

Author Biography

Celia Genishi is professor of education and chair of the Department of Curriculum and Teaching at Teachers College, Columbia University. She is a former secondary Spanish and preschool teacher and now teaches courses related to early childhood education and qualitative research methods. She is co-author (with Anne Haas Dyson) of Children, Language, and Literacy: Diverse Learners in Diverse Times. Her research interests include collaborative research and assessment with teachers, childhood bilingualism, and children’s language use in classrooms. One of her cherished awards is called Advocate for Justice, presented to her in 1998 by the American Association for Colleges of Teacher Education.

Anne Haas Dyson is a former teacher of young children and, currently, a professor of education at the University of Illinois at Urbana-Champaign. Previously she was on the faculty of the University of Georgia, Michigan State University, and the University of California, Berkeley, where she was a recipient of the campus Distinguished Teaching Award. She studies the childhood cultures and literacy learning of young schoolchildren. Among her publications are Social Worlds of Children Learning to Write in an Urban Primary School, which was awarded NCTE's David Russell Award for Distinguished Research, Writing Superheroes, and The Brothers and Sisters Learn to Write.

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