How Education Policy Shapes Literacy Instruction

Beschreibung

Reading instruction is the most legislated area of education and the most frequently referenced metric for measuring educational progress. This book traces the trajectories of policy issues with direct implications for literacy teaching, learning, and research in order to illustrate the dynamic relationships between policy, research, and practice as they relate to perennial issues such as: retention in grade, remediation, intervention, instruction for English learners, early literacy instruction, coaching, and leadership. Using policy documents and peer-reviewed articles published from the 1960s to the present, the editor and authors illustrate how issues were framed, what was at stake, and how policy solutions to persistent questions have been understood over time. In doing so, the book link a generation of scholars with research that illustrates trajectories of development for ideas, strategies, and solutions. 
Rachael Gabriel is Professor of Literacy Education at the University of Connecticut, USA. She studies the intersections of education policy and classroom practice, prepares literacy specialists and doctoral students, and supports teachers and schools to build systems that create equitable opportunities to develop literacy.

Reading instruction is the most legislated area of education and the most frequently referenced metric for measuring educational progress. This book traces the trajectories of policy issues with direct implications for literacy teaching, learning, and research in order to illustrate the dynamic relationships between policy, research, and practice as they relate to perennial issues such as: retention in grade, remediation, intervention, instruction for English learners, early literacy instruction, coaching, and leadership. Using policy documents and peer-reviewed articles published from the 1960s to the present, the editor and authors illustrate how issues were framed, what was at stake, and how policy solutions to persistent questions have been understood over time. In doing so, the book link a generation of scholars with research that illustrates trajectories of development for ideas, strategies, and solutions. 
Centers analysis to persistent reading-related policy issues and reading instruction in the US Presents multiple, diverse perspectives on hotly debated issues in the field of education policy Collects and shares commentary and analysis of evidence about the trajectories of policy issues over time

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Rachael Gabriel

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“This is a well-documented and highly readable analysis of policies associated with one of educations’ most contentious areas of instruction, reading! And it also deals with the equally important issue about what we do with those who do not learn to read well. I strongly recommend this informative book for both educators and those who make educational policy.” (David C. Berliner, Regents’ Professor Emeritus, Arizona State University, USA)

“If you have even the slightest inkling about entering the world of literacy policy—or if you just want to understand how it works—this is the book for you. Gabriel and her colleagues address all the key policy controversies, providing brief but important histories, relevant recent research, and keen analyses of the current state of affairs across the nation. Just what every reader needs to get started on the road to wisdom about policy practices that influence literacy instruction.” (P. David Pearson, Professor Emeritus, UC Berkeley, USA)

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