Literacy policies and practices in conflict. Reclaiming classrooms in networked times.

Sonst. Personen	Shelton, Nancy Rankie (Hrsg.); Altwerger, Bess (Hrsg.)
Titel	Literacy policies and practices in conflict. Reclaiming classrooms in networked times.
Quelle	New York, NY: Routledge (2014)Verfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	9780415527392; 9780415527415; 9780203118870 (E-Book)
Schlagwörter	USA; Literacy; Anthologie; United States; Education and state; Education; Aims and objectives; Educational change; LANGUAGE ARTS & DISCIPLINES / Literacy; EDUCATION / Educational Policy & Reform / General; EDUCATION / Teaching Methods & Materials / Reading & Phonics; Erziehung + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; USA; Education; State; Bildung; Erziehung; Staat; Aim; Aims; Objectives; Zweck; Ziel; Ziele; Zielsetzung; Bildungsreform; literacy; Policy; Reform; Politik; Teaching materials; Teaching method; Teaching methods; Reading; Phonetic analysis; Arbeitsmaterial; Lehrmethode; Unterrichtsmethode; Leseprozess; Lesen; Lautanalytische Methode
Abstract	"Current U.S. school reform efforts link school success, student achievement, and teacher performance to standardized tests and narrowly prescribed curricula. How do test-driven, mandated curricula in urban school systems overtly and subtly impact teachers' efforts to provide technologically advanced, challenging classroom environments that foster literacy development for all students? How do these federal policies affect instruction at the classroom level?The premise of this book is that, in order for teachers to confront and/or counteract the pressures placed on them from these policies, it is necessary to first understand them. This book takes a close look at the tensions that exist between federal mandates and contemporary literacy needs and how those tensions impact classroom practices. Providing a clear sociopolitical overview and analysis, it combines theoretical explanations with examples from current ethnographic research. Readers are challenged to (re)consider whether meeting test performance benchmarks should be the hallmark of school success when the goal of test performance supersedes the goal of producing highly literate, productive citizens of the future"--Provided by publisher.
Erfasst von	Library of Congress, Washington, DC
Update	2014/3/07