Ghosts of no child left behind.

Autor/in	Carris, Joanne M.
Titel	Ghosts of no child left behind.
Quelle	New York u.a.: Lang (2011), XII, 221 S.Verfügbarkeit
Reihe	Counterpoints. studies in the postmodern theory of education. 361
Beigaben	Literatur- und URL-Angaben S. [205]-218
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISSN	1058-1634
ISBN	1-4331-0547-0; 978-1-4331-0547-0
Schlagwörter	Bildung; Bildungsauftrag; Pädagogisches Denken; Bildungsgeschichte; Chancengleichheit; Bildungsstandards; Bildungspolitik; Schulpolitik; Schulsystem; Bildungsprogramm; Curriculum; Unterrichtsmethode; Lesefertigkeit; Leseförderung; Ungleichheit; Gesetz; Großstadt; Soziokulturelle Bedingung; 20. Jahrhundert; Benachteiligung; Kritik; Leistungsmessung; Strategie; Erwachsener; Jugendlicher; New York, N.Y.; USA
Abstract	[This book] politically situates curriculum within a historically and critically informed context, to understand the structural forces that have contributed to the creation of a population of adolescents who read below a third grade level. The book then proposes a reconceptualization of literacy curriculum within a critical discourse to facilitate self-actualizing pedagogy for non-reading adolescents - some of whom are incarcerated. Rooted in a complex understanding of teaching, learning, and knowledge, this book presents information to policymakers, administrators, and educators that is vital to improving literacy instruction, curriculum, and policy. The information presented here can also inform the general public, especially parents, so that they may advocate for an educational infrastructure that promotes empowering literacy development for every student, including non-reading adolescents and younger struggling readers. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2011/4