Post-Scripts: Teaching Reading in the Aftermath of Prescriptive Curriculum Policies

Autor/inn/en	Maniates, Helen; Mahiri, Jabari
Titel	Post-Scripts: Teaching Reading in the Aftermath of Prescriptive Curriculum Policies
Quelle	In: Language Arts, 89 (2011) 1, S.10-21 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-9170
Schlagwörter	Expertise; Teacher Effectiveness; Beginning Reading; Reading Programs; Academic Education; Reading Instruction; School Effectiveness; Low Achievement; Classroom Observation Techniques; Case Studies; Experienced Teachers; Grade 3; Reading Comprehension; Pedagogical Content Knowledge; Reading Fluency; Literacy Education; Federal Legislation + Suchen Sie Ihr Suchwort? Expert appraisal; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Erstleseunterricht; Akademische Bildung; Leseunterricht; Schuleffizienz; Unterdurchschnittliche Leistung; Case study; Fallstudie; Case Study; School year 03; 3. Schuljahr; Schuljahr 03; Leseverstehen; Pädagogische Kompetenz; Bundesrecht
Abstract	NCLB and Reading First are negotiated in implementing beginning reading instruction. The article describes and analyzes how two critical conditions for creating opportunity--access to qualified teachers and rigorous academic curriculum--are met by examining the enactment and adaptation of a prescriptive core reading program disproportionately targeted at "low-performing" schools. Although prescriptive curricula attempt to ensure achievement, classroom implementation is mediated by teachers exercising professional prerogative. The quality of these mediations is determined by a teacher's expertise in negotiating the tensions between fidelity of implementation and adaptation to local context. Through extensive classroom observations and teacher interviews, this case study illuminates fundamental issues of teacher quality as they are realized by an experienced teacher. (As Provided).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10