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Author:   Kenneth S. Goodman (University of Arizona, USA) ,  Robert C. Calfee (Stanford University, USA) ,  Yetta M. Goodman (University of Arizona, USA)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Dimensions:   Width: 15.20cm , Height: 1.50cm , Length: 22.90cm
Weight:   0.340kg
ISBN:  

9780415858014

ISBN 10:   0415858011
Pages:   217
Publication Date:   01 October 2013
Audience:   College/higher education ,  General/trade ,  Tertiary & Higher Education ,  General
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

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

Reviews

Finally! A book that offers smart thinking about federal literacy education policies by the professionals who know literacy best... This book connects the dots between current literacy policies, who is writing those policies, and what ultimately happens when the policies are implemented in school classrooms. These international scholars provide glimpses of parallel events happening around the world, beg us to question why knowledge about literacy research is being ignored, and challenge us to consider who really gains when science is valued over knowledge. Renita Schmidt, The University of Iowa, USA

Curriculum and policy are informed by assumptions about what counts as knowledge, grounded in notions of human nature, and affected by determinations about whose knowledge counts in the construction and delivery of knowledge in formal educational settings. The diversity of ideas offered within the book affords the reader a rich opportunity to consider foundational issues of policy and practice. Summing up: Recommended, All readership levels - J.A. Helfer, Illinois State Board of Education in CHOICE, August 2014 Part II explores many important aspects of literacy teaching, including the curriculum, text complexity, the role of children's literature, diversity in children's literature and the roles of writing teachers. - Margaret Clark, Newman University - Birmingham, Education Journal Finally! A book that offers smart thinking about federal literacy education policies by the professionals who know literacy best... This book connects the dots between current literacy policies, who is writing those policies, and what ultimately happens when the policies are implemented in school classrooms. These international scholars provide glimpses of parallel events happening around the world, beg us to question why knowledge about literacy research is being ignored, and challenge us to consider who really gains when science is valued over knowledge. - Renita Schmidt, The University of Iowa, USA

Curriculum and policy are informed by assumptions about what counts as knowledge, grounded in notions of human nature, and affected by determinations about whose knowledge counts in the construction and delivery of knowledge in formal educational settings. The diversity of ideas offered within the book affords the reader a rich opportunity to consider foundational issues of policy and practice. Summing up: Recommended, All readership levels - JA. Helfer, Illinois State Board of Education in CHOICE, August 2014 Part II explores many important aspects of literacy teaching, including the curriculum, text complexity, the role of children's literature, diversity in children's literature and the roles of writing teachers. - Margaret Clark, Newman University - Birmingham, Education Journal Finally! A book that offers smart thinking about federal literacy education policies by the professionals who know literacy best... This book connects the dots between current literacy policies, who is writing those policies, and what ultimately happens when the policies are implemented in school classrooms. These international scholars provide glimpses of parallel events happening around the world, beg us to question why knowledge about literacy research is being ignored, and challenge us to consider who really gains when science is valued over knowledge. - Renita Schmidt, The University of Iowa, USA

Author Information

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.

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