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| Teachers College Reading and Writing Project | |
|---|---|
| Name | Teachers College Reading and Writing Project |
| Founded | 1981 |
| Founder | Lucy Calkins |
| Location | New York City |
| Affiliation | Teachers College, Columbia University |
Teachers College Reading and Writing Project is a literacy initiative based at Teachers College, Columbia University that focuses on literacy instruction for children and professional development for educators. It engages with schools, districts, and educators through curricula, research, workshops, and publications to influence reading and writing instruction across the United States and internationally. The Project collaborates with a range of educators, researchers, and institutions to promote balanced literacy approaches.
The Project traces roots to Teachers College, Columbia University where founding figures such as Lucy Calkins connected to networks including Columbia University, Harvard University, Stanford University, Yale University, Princeton University, University of Chicago, University of Pennsylvania, University of California, Berkeley, University of Michigan, University of Texas at Austin, New York University, Brown University, Duke University, Johns Hopkins University, University of Washington, University of Wisconsin–Madison, Cornell University, Northwestern University, University of Illinois Urbana–Champaign, Indiana University Bloomington, Pennsylvania State University, University of Florida, Michigan State University, Rutgers University, University of Southern California, Vanderbilt University, Georgetown University, Syracuse University, Boston University, Colgate University, Fordham University, CUNY Graduate Center, Columbia Business School, Teachers College, Bank Street College of Education, HighScope', Bank Street School for Children, Hunter College, P.S. 234 Oliver H. Perry Elementary School, P.S. 87 William Sherman School and district partners across New York City Department of Education. Early development was influenced by literacy researchers and practitioners connected to Marie Clay, Donald Graves, Frank Smith (psycholinguist), Kenneth Goodman (psycholinguist), Lucy Sprague Mitchell, Rudolf Flesch, Lev Vygotsky, Jean Piaget, Benjamin Bloom, Jerome Bruner, Louise Rosenblatt, Rudolf Laban, Vera John-Steiner, Paulo Freire, John Dewey, Maria Montessori, Howard Gardner, E. D. Hirsch Jr., James Paul Gee, Alfie Kohn, Richard Allington, P. David Pearson, G. Michael Pressley, Isabel Beck and Catherine Snow. Collaborations expanded with networks involving Chicago Public Schools, Los Angeles Unified School District, San Francisco Unified School District, Houston Independent School District, Miami-Dade County Public Schools, Dallas Independent School District, Boston Public Schools, Philadelphia School District, Baltimore City Public Schools, Seattle Public Schools, Denver Public Schools, Minneapolis Public Schools, St. Paul Public Schools, Montgomery County Public Schools (Maryland), Wake County Public School System, Cleveland Metropolitan School District, Cincinnati Public Schools, Pittsburgh Public Schools, Newark Public Schools, Camden City Public Schools, Oakland Unified School District, San Diego Unified School District, Portland Public Schools (Oregon).
The Project advances literacy grounded in whole-language and balanced literacy traditions associated with thinkers and institutions like Lucy Calkins, Marie Clay, Kenneth Goodman (psycholinguist), Donald Graves, Louise Rosenblatt, Lev Vygotsky, John Dewey, Jerome Bruner, Paulo Freire, Howard Gardner, Isabel Beck, Catherine Snow, P. David Pearson, G. Michael Pressley, Richard Allington, Frank Smith (psycholinguist), James Paul Gee, E. D. Hirsch Jr., Alfie Kohn, Maria Montessori, Lucy Sprague Mitchell, Vera John-Steiner, Benjamin Bloom, Rudolf Flesch, Rudolf Laban, Jean Piaget, Marie Clay, and Donald Schön. It emphasizes workshop models, independent reading, writing conferences, mentor texts, and assessment practices interfacing with districts such as New York City Department of Education and professional bodies like International Literacy Association, National Council of Teachers of English, National Education Association, American Educational Research Association, Association for Supervision and Curriculum Development, Council of the Great City Schools.
Programs include grade-level curricula, the Reading Workshop and Writing Workshop frameworks, units of study, and supplemental resources used in classrooms from early childhood through secondary levels. Curriculum development references models and resources tied to authors and works such as Lucy Calkins, Kelly Gallagher, Nancie Atwell, Donalyn Miller, Ralph Fletcher, Kylene Beers, Bob Probst, Allan Ahlberg, Maurice Sendak, Dr. Seuss, Shel Silverstein, E.B. White, Roald Dahl, J.K. Rowling, Louisa May Alcott, Mark Twain, Harper Lee, J.R.R. Tolkien, C.S. Lewis, George Orwell, Ernest Hemingway, Toni Morrison, Maya Angelou, Langston Hughes, Sylvia Plath, William Shakespeare, Emily Dickinson, Walt Whitman, Robert Frost, Dante Alighieri, Homer, Miguel de Cervantes, Gabriel García Márquez, Chinua Achebe, James Baldwin, Alice Walker, Ralph Ellison, Zora Neale Hurston, Beatrix Potter, A.A. Milne, Lewis Carroll, Hans Christian Andersen, Andersen Press, Eudora Welty, Virginia Woolf, George Eliot, Charlotte Brontë.
Research output and publications encompass practical guides, units, assessment tools, and articles disseminated via networks linked to publishers and journals associated with Teachers College Press, Heinemann (publisher), Scholastic Corporation, The Reading Teacher, Journal of Literacy Research, Reading Research Quarterly, Elementary School Journal, Harvard Educational Review, American Educational Research Journal, Phi Delta Kappan, Educational Leadership, The New York Times, The Washington Post, The Atlantic (magazine), Education Week, The Wall Street Journal, The Guardian, The New Yorker, Time (magazine), Science (journal), Nature (journal), Proceedings of the National Academy of Sciences of the United States of America, British Educational Research Journal, Cambridge University Press, Oxford University Press, SAGE Publications, Routledge, Springer Science+Business Media.
The Project offers summer institutes, in-school coaching, online seminars, and large-scale workshops attended by teachers, administrators, and literacy coaches. Participants commonly include educators from organizations like New York City Department of Education, Chicago Public Schools, Los Angeles Unified School District, Boston Public Schools, San Francisco Unified School District, Miami-Dade County Public Schools, Baltimore City Public Schools, Philadelphia School District, Houston Independent School District, Dallas Independent School District, Seattle Public Schools, Denver Public Schools, Oakland Unified School District, San Diego Unified School District, Minneapolis Public Schools, Wake County Public School System, Montgomery County Public Schools (Maryland), Newark Public Schools, Camden City Public Schools, Pittsburgh Public Schools, Cleveland Metropolitan School District, Cincinnati Public Schools, Charter Schools USA, KIPP (network), Success Academy Charter Schools, Uncommon Schools, Teach For America, Relay Graduate School of Education, Bank Street College of Education, Hunter College, CUNY Graduate Center, Columbia University Teachers College.
Critiques have been raised by scholars and commentators including figures connected to Louisa Moats, Haskins, Mark Seidenberg, Nadine Gaab, Emily Hanford, Diane McGuinness, Grover J. Whitehurst, Timothy Shanahan, G. Reid Lyon, David Kilpatrick, Siegel (psychologist), Sally Shaywitz, Stanford University School of Education, Harvard Graduate School of Education, University of Washington, University of Texas at Austin, University of Michigan, University of California, San Diego, University of Connecticut, Rutgers University, University of Pennsylvania, Johns Hopkins University, Oxford University, Cambridge University, University of Sydney, University of Toronto, McGill University, Queen's University Belfast, University of Edinburgh, University College London, King's College London, University of Oxford, University of Cambridge, University of Melbourne, and media outlets such as The New York Times, The Washington Post, The Atlantic (magazine), Education Week, The Guardian. Debates center on phonics instruction, systematic synthetic phonics, evidence from cognitive neuroscience cited by groups associated with National Reading Panel, National Institute for Literacy, Institute of Education (IOE), What Works Clearinghouse, International Dyslexia Association, Science of Reading advocates.
The Project has influenced curricular materials, classroom practices, teacher preparation, and district policies in numerous cities and networks including New York City Department of Education, Chicago Public Schools, Los Angeles Unified School District, Boston Public Schools, San Francisco Unified School District, Miami-Dade County Public Schools, Houston Independent School District, Philadelphia School District, Baltimore City Public Schools, Oakland Unified School District, Minneapolis Public Schools, Wake County Public School System, Montgomery County Public Schools (Maryland), KIPP (network), Success Academy Charter Schools, Uncommon Schools, Teach For America, Relay Graduate School of Education, Bank Street College of Education, Hunter College, CUNY Graduate Center, Columbia University, Teachers College, International Literacy Association, National Council of Teachers of English, American Educational Research Association, Association for Supervision and Curriculum Development. Its influence appears in teacher guides, mentor text selections, assessment approaches, and ongoing debates about best practices for literacy instruction.
Category:Literacy organizations