Whose knowledge is considered in framing government literacy policies which mandate accountability, in the form of standardized test scores? This book examines the degree to which expertise is being ignored and pseudo-science becoming the basis for literacy policies and laws.
Whose knowledge is considered in framing government literacy policies which mandate accountability, in the form of standardized test scores? This book examines the degree to which expertise is being ignored and pseudo-science becoming the basis for literacy policies and laws.
Kenneth S. Goodman is Professor Emeritus, Language, Reading and Culture, University of Arizona, USA. Robert C. Calfee is Professor Emeritus, Stanford University School of Education, USA. Yetta M. Goodman is Regents Professor Emerita, Language, Reading and Culture, University of Arizona, USA.
Inhaltsangabe
CONTENTS Foreword: Joel Spring Acknowledgments Chapter 1: Introduction: Knowledge, Evidence, and Faith: How the Federal Government Used Science to Take Over Public Schools, Robert Calfee Part 1: The Political Realties Chapter 2: Whose Knowledge Counts? The Pedagogy of the Absurd, Kenneth S. Goodman Chapter 3: Re-reading Poverty; Reorienting Educational Policy, Patrick Shannon Chapter 4: Neoliberal and Neoconservative Literacy Education Policies in Contemporary France, Jacques Fijalkow Chapter 5: Flying Blind: Government Policy on the Teaching of Reading in England and Research on Effective Literacy Education, Henrietta Dombey Chapter 6: Whose Knowledge Counts, For Whom, In What Circumstances?: The Ethical Constraints on Who Decides, Sue Ellis Chapter 7: About the Dubious Role of Phonological Awareness in the Discussion of Literacy Policies, Renate Valtin Part 2: Aspects of Literacy: The Knowledge Base Chapter 8: The Role of Story and Literature in a World of Tests and Standards, Kathy G. Short Chapter 9: The Staircase Curriculum: Whole-School Collaboration to Improve Literacy Achievement, Kathryn H. Au and Taffy E. Raphael Chapter 10: Diversity in Children's Literature: What Does It Matter in Today's Educational Climate? Rudine Sims Bishop Chapter 11: Examining Three Assumptions about Text Complexity: Standard 10 of the Common Core State Standards, Elfrieda H. Hiebert and Katie Van Sluys Chapter 12: The Role of Literature and Literary Reasoning in English Language Arts and English Classrooms, Judith A. Langer Chapter 13: Writing Teachers: The Roles Exploration, Evaluation, and Time Play in Their Lives, Jane Hansen Chapter 14: What Do Children Need to Succeed in Early Literacy¿And Beyond? William H. Teale, Jessica L. Hoffman, and Kathleen A. Paciga Chapter 15: The Impact of Changing Conceptions of Language on Curriculum and Instruction of Literacy and the Language Arts, David Bloome and Melissa Wilson, Comments: Nu!.... So!... Where do We Go from Here? Yetta M. Goodman List of Contributors
CONTENTS Foreword: Joel Spring Acknowledgments Chapter 1: Introduction: Knowledge, Evidence, and Faith: How the Federal Government Used Science to Take Over Public Schools, Robert Calfee Part 1: The Political Realties Chapter 2: Whose Knowledge Counts? The Pedagogy of the Absurd, Kenneth S. Goodman Chapter 3: Re-reading Poverty; Reorienting Educational Policy, Patrick Shannon Chapter 4: Neoliberal and Neoconservative Literacy Education Policies in Contemporary France, Jacques Fijalkow Chapter 5: Flying Blind: Government Policy on the Teaching of Reading in England and Research on Effective Literacy Education, Henrietta Dombey Chapter 6: Whose Knowledge Counts, For Whom, In What Circumstances?: The Ethical Constraints on Who Decides, Sue Ellis Chapter 7: About the Dubious Role of Phonological Awareness in the Discussion of Literacy Policies, Renate Valtin Part 2: Aspects of Literacy: The Knowledge Base Chapter 8: The Role of Story and Literature in a World of Tests and Standards, Kathy G. Short Chapter 9: The Staircase Curriculum: Whole-School Collaboration to Improve Literacy Achievement, Kathryn H. Au and Taffy E. Raphael Chapter 10: Diversity in Children's Literature: What Does It Matter in Today's Educational Climate? Rudine Sims Bishop Chapter 11: Examining Three Assumptions about Text Complexity: Standard 10 of the Common Core State Standards, Elfrieda H. Hiebert and Katie Van Sluys Chapter 12: The Role of Literature and Literary Reasoning in English Language Arts and English Classrooms, Judith A. Langer Chapter 13: Writing Teachers: The Roles Exploration, Evaluation, and Time Play in Their Lives, Jane Hansen Chapter 14: What Do Children Need to Succeed in Early Literacy¿And Beyond? William H. Teale, Jessica L. Hoffman, and Kathleen A. Paciga Chapter 15: The Impact of Changing Conceptions of Language on Curriculum and Instruction of Literacy and the Language Arts, David Bloome and Melissa Wilson, Comments: Nu!.... So!... Where do We Go from Here? Yetta M. Goodman List of Contributors
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