Literacy Development of Students in Urban Schools: Research and Policy

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Sonst. Personen	Flood, James (Hrsg.); Anders, Patricia L. (Hrsg.)
Titel	Literacy Development of Students in Urban Schools: Research and Policy
Quelle	(2005), (448 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-8720-7543-5
Schlagwörter	Literacy; Urban Schools; Urban Youth; Poverty; Health; Well Being; Violence; Family Involvement; Community Involvement; Educational Change; Reading Instruction; Elementary Secondary Education; Special Education; Second Language Instruction; English (Second Language); Student Diversity; Academic Achievement; Educational Policy; Professional Development; Dialects; Bilingualism + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Youth; Jugend; Armut; Gesundheit; Well-being; Wellness; Wohlbefinden; Gewalt; Bildungsreform; Leseunterricht; Special needs education; Sonderpädagogik; Sonderschulwesen; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Schulleistung; Politics of education; Bildungspolitik; Dialect; Dialekt; Bilingualismus
Abstract	Educators can use this collection of diverse, thought-provoking perspectives from the best minds in the field to help make the best decisions possible for urban schools. The book's 26 chapters concisely synthesize research on a number of topics and link it to literacy instruction issues-including implications for local, state, and national policy-so literacy programs around urban school's own unique goals, experiences, and needs can be built. After a foreword (Lesley Mandel Morrow) and preface (James Flood and Patricia L. Anders), the book is divided into three sections. Section I, The Human Contexts of Literacy Development in Urban Schools: Poverty, School Violence, and Health Concerns, contains the following chapters: (1) Poverty and Student Achievement: A Hopeful Review (Jane Hannaway); (2) Poverty and Achievement: A Response to Jane Hannaway (Rita M. Bean); (3) The Effects of Health and Social Welfare Factors on Literacy Development in Urban Schools (Joy C. Dryfoos); (4) The Effects of Health and Social Welfare Factors on Literacy Development in Urban Schools: A Response to Joy Dryfoos (MaryEllen Vogt); (5) Violence as a Factor in the Lives of Urban Youth (Douglas Fisher, Jennifer E. Obidah, Mary Helen Pelton, and Jack Campana); (6) Violence as a Factor in the Lives of Urban Youth: A Response to Douglas Fisher, Jennifer Obidah, Mary Helen Pelton, and Jack Campana (Victoria Chou and Esther Mosak); (7) School Programs of Family and Community Involvement to Support Children's Reading and Literacy Development Across the Grades (Steven B. Sheldon and Joyce L. Epstein); and (8) School Programs of Family and Community Involvement to Support Children's Reading and Literacy Development Across the Grades: A Response to Steven Sheldon and Joyce Epstein (Jeanne R. Paratore). Section II, School Contexts of Literacy Development in Urban Settings: Curriculum, Students, and Teachers, presents the next series of chapters in the book: (9) Exemplary Reading Instruction in the Elementary School: How Reading Develops--How Students Learn and How Teachers Teach (Diane Lapp and James Flood); (10) Examining Exemplary Reading Instruction in Urban Settings--Implications for Teachers and the Students They Teach: A Response to Diane Lapp and James Flood (Doris Walker-Dalhouse); (11) Exemplary Literacy Instruction in Grades 7-12: What Counts and Who's Counting? (Donna E. Alvermann); (12) Let's Not Minimize the "Big L" in Adolescent Literacy: A Response to Donna Alvermann (Richard T. Vacca); (13) Professional Preparation and Development of Teachers in Literacy Instruction for Urban Settings (Virginia Richardson and Patricia L. Anders); (14) The Importance of Professional Development to Unlock the Potential of Students in Urban Settings: A Response to Virginia Richardson and Patricia Anders (Eric J. Cooper and Yvette Jackson); (15) Culture and Language: Bidialectical Issues in Literacy (Carol D. Lee); (16) Culture and Language: Bidialectical Issues in Literacy: A Response to Carol Lee (Arnetha F. Ball); (17) The Persistence of Inequality: English-Language Learners and Educational Reform (Kris D. Gutierrez); (18) Culture, Context, and Diversity: A Perspective on Urban School Reform: A Response to Kris Gutierrez (Robert Rueda); (19) Overrepresentation of Culturally and Linguistically Diverse Students in Special Education in Urban Schools: A Research Synthesis (Cheryl A. Utley, Festus E. Obiakor and Elizabeth B. Kozleski); and (20) A Loss of Equity, Excellence, and Expectations through Overrepresentation of Culturally and Linguistically Diverse Students in Special Education: A Response to Cheryl Utley, Festus Obiakor, and Elizabeth Kozleski (Victoria J. Risko). Section III, Political and Organizational Contexts of Literacy Development in Urban Schools: Local and State Concerns, contains the concluding chapters of the book: (21) High Performance in High-Poverty Schools: 90/90/90 and Beyond (Douglas B. Reeves); (22) The Seduction of Simple Solutions: A Response to Douglas Reeves (Donna Ogle); (23) A Rhetoric for School Reform (Charles Taylor Kerchner); (24) Should We Close the Book on School Reform? A Response to Charles Taylor Kerchner (Timothy V. Rasinski); (25) State Policy and Its Impact on Urban Reading Programs (Virginia Roach); and (26) Delivering Strong Urban Reading Programs in the Current Policy Environment: Reinvent, Circumvent, or Just Plain Vent? A Response to Virginia Roach (Cathy M. Roller). An author index and subject index are also included. (ERIC).
Anmerkungen	International Reading Association, Headquarters Office, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323 (Toll Free); Fax: 302-731-1057.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10