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001449987 019__ $$a1347024455
001449987 020__ $$a9783031085109$$q(electronic bk.)
001449987 020__ $$a3031085108$$q(electronic bk.)
001449987 020__ $$z9783031085093
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001449987 0247_ $$a10.1007/978-3-031-08510-9$$2doi
001449987 035__ $$aSP(OCoLC)1346533925
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001449987 08204 $$a379.2/4$$223/eng/20221007
001449987 24500 $$aHow education policy shapes literacy instruction :$$bunderstanding the persistent problems of policy and practice /$$cRachael Gabriel, editor.
001449987 264_1 $$aCham :$$bPalgrave Macmillan,$$c[2022]
001449987 264_4 $$c©2022
001449987 300__ $$a1 online resource
001449987 336__ $$atext$$btxt$$2rdacontent
001449987 337__ $$acomputer$$bc$$2rdamedia
001449987 338__ $$aonline resource$$bcr$$2rdacarrier
001449987 504__ $$aIncludes bibliographical references and index.
001449987 5050_ $$a1. Introduction -- 2. Retention in Grade and 3rd Grade "Trigger" Laws: History, Pitfalls and Politics -- 3. Remedial Programs: Identification, Instruction and Impacts of a Separate System for Learning -- 4. Early Reading Instruction: Politics and Myths about Materials and Methods -- 5. Cumulative Disadvantage: Differential Experiences of Students with Reading Difficulties -- 6. A Language for Literacy Learning: Language Policy, English Learners and Literacy Instruction -- 7. How Literacy Policy Shapes Teacher Quality: Coaching, Evaluation and Measures of Teacher Knowledge -- 8. Conclusion. .
001449987 506__ $$aAccess limited to authorized users.
001449987 520__ $$aReading 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.
001449987 588__ $$aOnline resource ; title from PDF title page (EBSCO, viewed October 7, 2022).
001449987 650_0 $$aLiteracy$$xGovernment policy.
001449987 650_0 $$aEducation and state.
001449987 655_0 $$aElectronic books.
001449987 7001_ $$aGabriel, Rachael E.,$$eeditor.$$1https://isni.org/isni/0000000378435349
001449987 77608 $$iPrint version:$$tHow education policy shapes literacy instruction.$$dBasingstoke : Palgrave Macmillan, 2022$$z9783031085093$$w(OCoLC)1338679094
001449987 852__ $$bebk
001449987 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-031-08510-9$$zOnline Access$$91397441.1
001449987 909CO $$ooai:library.usi.edu:1449987$$pGLOBAL_SET
001449987 980__ $$aBIB
001449987 980__ $$aEBOOK
001449987 982__ $$aEbook
001449987 983__ $$aOnline
001449987 994__ $$a92$$bISE