"Rarely do readers of educational volumes have an opportunity to explore with authors the developing journeys to understanding how particular forms of reflective processes support teachers in creating ongoing learning opportunities with linguistically, culturally, socially and intellectually diverse learners in classrooms and other educational settings. In this volume, the authors create a dialogic approach to engaging readers, whether beginning or experienced teachers, administrators, or those engaged in professional development processes, in exploring the principles and processes guiding the Gradual Release of Responsibility model (GRR) Model, an approach to developing professional understandings and actions of teachers developed over the past four decades. By focusing on video-based telling cases of the historical and ongoing theoretical and process roots of this model in action, the authors provide readers with opportunities to (re)formulate what Educational Philosophers B.O. Smith and Robert Ennis (1961) framed as new fundamental concepts of education that support the complex and challenging work of teachers with diverse learners in classrooms and other educational settings."
--Judith Green, Professor Emeritus, University of California, Santa Barbara
"The book presents the Gradual Release of Responsibility Model within a pedagogy of video reflection to scaffold preservice and inservice teachers in using video records to deepen reflection on literacy teaching and learning. Written in accessible prose with practical examples and activities and grounded in research, the authors demonstrate how preservice and inservice teachers, teacher educators, and educational leaders can use the GRR Model as a cornerstone in building a reflective community of practice, working toward adaptive expertise in literacy teaching, and attending to the needs of diverse learners."
-- Taffy Raphael, Professor Emeritus, University of Illinois at Chicago
"The book presents the Gradual Release of Responsibility Model within a pedagogy of video reflection to scaffold preservice and inservice teachers in using video records to deepen reflection on literacy teaching and learning. Written in accessible prose with practical examples and activities and grounded in research, the authors demonstrate how preservice and inservice teachers, teacher educators, and educational leaders can use the GRR Model as a cornerstone in building a reflective community of practice, working toward adaptive expertise in literacy teaching, and attending to the needs of diverse learners."
--Nell Duke, Professor, University of Michigan
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