Reading research and instruction : the journal of the College Reading Association最新文献_第9页

"We're not just whistling Dixie”: Policymakers’ perspectives on state education reform “我们不只是在吹南方口哨”:政策制定者对州教育改革的看法

Reading research and instruction : the journal of the College Reading Association Pub Date : 2002-06-01 DOI: 10.1080/19388070209558373

T. Atkinson

{"title":"\"We're not just whistling Dixie”: Policymakers’ perspectives on state education reform","authors":"T. Atkinson","doi":"10.1080/19388070209558373","DOIUrl":"https://doi.org/10.1080/19388070209558373","url":null,"abstract":"Abstract This case study examined the impetus for and impact of a high‐stakes assessment plan and reform initiative, North Carolina's ABC Plan for Public Education, from the perspective of state level policymakers and local level implementers. It extends the findings of two previous studies (Miller, Hayes, & Atkinson, 1997a; 1997b) examining how state policymakers informed local level implementers (administrators and practitioners) about decisions leading up to the reform initiative. Holding teachers and schools accountable for students’ test scores was clearly understood by all participants in the study to be the centerpiece of the reform. As the initiative was implemented, practitioners received little support for aligning their instructional practices so that they were not only congruent with the reform, but were also supportive of meaningful teaching and learning. After one year, implementation of The ABC's of Public Education resulted in an adversarial relationship between local level implementers and state level policymakers. Test scores on the state's assessment were the bottom line—and with the state's policymakers in control, it continues to drive the reform. This case study suggests that policymakers and practitioners alike could collaboratively focus on more fruitful and effective future visions for educational reform. Final conclusions are presented with a backdrop of existing research in the area of educational reform and assessment, political and public influence, and policy implementation.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"41 1","pages":"289 - 307"},"PeriodicalIF":0.0,"publicationDate":"2002-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070209558373","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59988997","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 9

Visioning and the development of outstanding teachers 愿景与优秀教师的发展

Reading research and instruction : the journal of the College Reading Association Pub Date : 2002-06-01 DOI: 10.1080/19388070209558375

Gerald G. Duffy

引用次数: 107

Federal policy and program evaluation and research: The America reads example 联邦政策和项目评估与研究:美国阅读范例

Reading research and instruction : the journal of the College Reading Association Pub Date : 2002-06-01 DOI: 10.1080/19388070209558376

J. Fitzgerald, L. Morrow, Linda B. Gambrell, R. Calfee, R. Venezky, D. Woo, A. Dromsky

引用次数: 10

How scaffolding nurtures the development of young children's literacy repertoire: Insiders’ and outsiders’ collaborative understandings 脚手架如何促进幼儿识字能力的发展:内部人与外部人的合作理解

Reading research and instruction : the journal of the College Reading Association Pub Date : 2002-06-01 DOI: 10.1080/19388070209558374

Susan Henderson, Joyce E. Many, H. P. Wellborn, Joy Ward

引用次数: 31

Critical literacy for whom? 批判性素养对谁来说?

Reading research and instruction : the journal of the College Reading Association Pub Date : 2002-03-01 DOI: 10.1080/19388070209558369

M. Hagood

引用次数: 93

Representing adolescents’ literacies: Case studies of three white males 代表青少年的识字能力:三个白人男性的个案研究

Reading research and instruction : the journal of the College Reading Association Pub Date : 2002-03-01 DOI: 10.1080/19388070209558368

K. Hinchman, Laura Payne-Bourcy, Heather Thomas, Kelly Chandler Olcott

{"title":"Representing adolescents’ literacies: Case studies of three white males","authors":"K. Hinchman, Laura Payne-Bourcy, Heather Thomas, Kelly Chandler Olcott","doi":"10.1080/19388070209558368","DOIUrl":"https://doi.org/10.1080/19388070209558368","url":null,"abstract":"Abstract The purpose of this study was to explore how such social constructions as gender, race, and class were evident in three adolescent boys’ literacy practices. We considered the enactments of three white, teenaged, male, working class boys. Data gathering was orchestrated from a symbolic interactionist, critical ethnographic perspective, including participant observation, in‐depth interviews, and collection of literacy‐related in‐ and out‐of‐school documents, such as schoolwork and journals. These were analyzed with an eye toward answering the questions: In what literacy practices do these adolescents engage? How do they enact gender, race, and class in these practices? Results suggest that each boy enacted his literacies in different ways, suited to his own subjectivities, rather than in a straightforward exercise of traditional male hegemonies (Lesko, 2000). For instance, Nicholas was an immigrant, a speaker of English as a second language in a school culture that discriminated against him despite his perseverence with regard to academic literacies. The slightly built Chris used his oral and written communicative talents to find a place in a rural school culture that revered more athletic types but could not figure out how to transfer these skills to a new setting. Jared loved theater but was a late‐shift maintenance worker in an urban culture that viewed theater as the pursuit of the marginalized and adolescent employment as diversion more than necessity. The complexities of their literate identities suggest that considering individuals’ enactments of gender, race, and class may be useful in some ways and overly simple in others, not reflective of the identity fluidity that must be developed to survive in the postmodern world (Gee, 2000).","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"41 1","pages":"229 - 246"},"PeriodicalIF":0.0,"publicationDate":"2002-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070209558368","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59988721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 29

Adolescent literacy: Charting a course for successful futures as lifelong learners 青少年识字:为终身学习者的成功未来绘制课程

Reading research and instruction : the journal of the College Reading Association Pub Date : 2002-03-01 DOI: 10.1080/19388070209558366

Thomas W. Bean, John E. Readence

引用次数: 19

Making the road by walking: The transition from content area literacy to adolescent literacy 走着走着:从内容领域素养到青少年素养的过渡

Reading research and instruction : the journal of the College Reading Association Pub Date : 2002-03-01 DOI: 10.1080/19388070209558370

L. Stevens

{"title":"Making the road by walking: The transition from content area literacy to adolescent literacy","authors":"L. Stevens","doi":"10.1080/19388070209558370","DOIUrl":"https://doi.org/10.1080/19388070209558370","url":null,"abstract":"Abstract The past few years have witnessed a shift in both terminology and ideology of studies and practices of literacy and adolescents. Until recently, all such endeavors fell under the monikers of secondary reading and content area reading. However, the use of the term, adolescent literacy, marks not only a shift in term but also a purposeful change in framework and ideology. This manuscript explores the complexities of plotting this transition through the content of a preservice university class on content area literacy. The course instructor/researcher asked students in the class to consider the traditional topics, pedagogy, and curricula of content area literacy against the broader backdrop of adolescent literacy. The online discussions of students served as data for analyzing the complexities in secondary schooling, societal discourses about adolescents, and teaching and learning. The analysis of these discussions is then compared to work in adolescent literacy in Australia. Implications address the need to examine potential barriers and benefits of reconceptualizing the content, format, and placement of courses that currently cover secondary and/or content area literacy.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"41 1","pages":"267 - 277"},"PeriodicalIF":0.0,"publicationDate":"2002-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070209558370","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59988844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 29

Re‐framing adolescent literacy research for new times: Studying youth as a resource 新时代青少年扫盲研究的重构:将青少年作为一种资源来研究

Reading research and instruction : the journal of the College Reading Association Pub Date : 2002-03-01 DOI: 10.1080/19388070209558367

E. Moje

{"title":"Re‐framing adolescent literacy research for new times: Studying youth as a resource","authors":"E. Moje","doi":"10.1080/19388070209558367","DOIUrl":"https://doi.org/10.1080/19388070209558367","url":null,"abstract":"Abstract In this paper I analyze various perspectives on adolescence, adolescent literacy, and youth culture to argue that the field of education has not attended adequately to the literacy learning and development of adolescents. Moreover, when researchers and policy makers do attend to adolescent or secondary school literacy, the focus of research or policy is typically on adolescents who struggle with mainstream literacy processes. Drawing from this analysis, 1 contend that if the field would turn its attention to youth and study how they learn increasingly complex literacy practices required in disciplinary discourse communities, how they reinvent literacies for unique contexts, and how they use literacy as a tool to navigate complex technologies and fragmented social worlds, then all literacy could be expanded. Adolescent literacy researchers cannot stop there, however. We must also continue to examine the contexts of secondary schooling, with a focus on the literacy demands made by different content areas, so that we can support students as they navigate the different discourse practices of their everyday lives, secondary schools, and life beyond formal schooling. The future of adolescent and secondary literacy research, I argue, is in research that examines the connections between the everyday discourses of adolescents and the academic discourses they navigate each day in school.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"41 1","pages":"211 - 228"},"PeriodicalIF":0.0,"publicationDate":"2002-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070209558367","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59989159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 151

Adolescent second language literacy: Language‐culture, literature, and identity 青少年第二语言读写能力:语言文化、文学和身份

Reading research and instruction : the journal of the College Reading Association Pub Date : 2002-03-01 DOI: 10.1080/19388070209558371

Steven G. Mccafferty

引用次数: 17