Literacy policies and practices in conflict: reclaiming classrooms in networked times
Gespeichert in:
| Weitere Verfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
New York
Routledge
2015
|
| Schlagworte: | |
| Beschreibung: | 1 online resource |
| ISBN: | 9781136312182 1136312188 |
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| 245 | 1 | 0 | |a Literacy policies and practices in conflict |b reclaiming classrooms in networked times |c edited by Nancy Rankie Shelton, Bess Altwerger |
| 264 | 1 | |a New York |b Routledge |c 2015 | |
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| 505 | 8 | |a Pt. 1. The conflict -- pt. 2. Teaching and learning in "reformed" classrooms -- pt. 3. Envisioning literacy policies and practices for tomorrow | |
| 505 | 8 | |a "Current U.S. school reform efforts link school success, student achievement, and teacher performance to standardized tests and narrowly prescribed curricula. How do test-driven, mandated curricula in urban school systems overtly and subtly impact teachers' efforts to provide technologically advanced, challenging classroom environments that foster literacy development for all students? How do these federal policies affect instruction at the classroom level?The premise of this book is that, in order for teachers to confront and/or counteract the pressures placed on them from these policies, it is necessary to first understand them. This book takes a close look at the tensions that exist between federal mandates and contemporary literacy needs and how those tensions impact classroom practices. Providing a clear sociopolitical overview and analysis, it combines theoretical explanations with examples from current ethnographic research. Readers are challenged to (re)consider whether meeting test performance benchmarks should be the hallmark of school success when the goal of test performance supersedes the goal of producing highly literate, productive citizens of the future"-- | |
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| 650 | 7 | |a Literacy |2 fast | |
| 650 | 4 | |a Erziehung | |
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| 700 | 1 | |a Altwerger, Bess |4 edt | |
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Datensatz im Suchindex
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| author2 | Shelton, Nancy Rankie Altwerger, Bess |
| author2_role | edt edt |
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| author_facet | Shelton, Nancy Rankie Altwerger, Bess |
| building | Verbundindex |
| bvnumber | BV044358885 |
| collection | ZDB-4-NLEBK |
| contents | Pt. 1. The conflict -- pt. 2. Teaching and learning in "reformed" classrooms -- pt. 3. Envisioning literacy policies and practices for tomorrow "Current U.S. school reform efforts link school success, student achievement, and teacher performance to standardized tests and narrowly prescribed curricula. How do test-driven, mandated curricula in urban school systems overtly and subtly impact teachers' efforts to provide technologically advanced, challenging classroom environments that foster literacy development for all students? How do these federal policies affect instruction at the classroom level?The premise of this book is that, in order for teachers to confront and/or counteract the pressures placed on them from these policies, it is necessary to first understand them. This book takes a close look at the tensions that exist between federal mandates and contemporary literacy needs and how those tensions impact classroom practices. Providing a clear sociopolitical overview and analysis, it combines theoretical explanations with examples from current ethnographic research. Readers are challenged to (re)consider whether meeting test performance benchmarks should be the hallmark of school success when the goal of test performance supersedes the goal of producing highly literate, productive citizens of the future"-- |
| ctrlnum | (ZDB-4-NLEBK)ocn897905636 (OCoLC)897905636 (DE-599)BVBBV044358885 |
| dewey-full | 379.73 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 379 - Public policy issues in education |
| dewey-raw | 379.73 |
| dewey-search | 379.73 |
| dewey-sort | 3379.73 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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| geographic | USA |
| geographic_facet | USA |
| id | DE-604.BV044358885 |
| illustrated | Not Illustrated |
| indexdate | 2024-07-10T07:50:44Z |
| institution | BVB |
| isbn | 9781136312182 1136312188 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-029761516 |
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| publishDate | 2015 |
| publishDateSearch | 2015 |
| publishDateSort | 2015 |
| publisher | Routledge |
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| spelling | Literacy policies and practices in conflict reclaiming classrooms in networked times edited by Nancy Rankie Shelton, Bess Altwerger New York Routledge 2015 1 online resource txt rdacontent c rdamedia cr rdacarrier Pt. 1. The conflict -- pt. 2. Teaching and learning in "reformed" classrooms -- pt. 3. Envisioning literacy policies and practices for tomorrow "Current U.S. school reform efforts link school success, student achievement, and teacher performance to standardized tests and narrowly prescribed curricula. How do test-driven, mandated curricula in urban school systems overtly and subtly impact teachers' efforts to provide technologically advanced, challenging classroom environments that foster literacy development for all students? How do these federal policies affect instruction at the classroom level?The premise of this book is that, in order for teachers to confront and/or counteract the pressures placed on them from these policies, it is necessary to first understand them. This book takes a close look at the tensions that exist between federal mandates and contemporary literacy needs and how those tensions impact classroom practices. Providing a clear sociopolitical overview and analysis, it combines theoretical explanations with examples from current ethnographic research. Readers are challenged to (re)consider whether meeting test performance benchmarks should be the hallmark of school success when the goal of test performance supersedes the goal of producing highly literate, productive citizens of the future"-- EDUCATION / Administration / General bisacsh EDUCATION / Educational Policy & Reform / General bisacsh Education / Aims and objectives fast Education and state fast Educational change fast Literacy fast Erziehung Literacy United States Education and state United States Education Aims and objectives United States Educational change United States USA Shelton, Nancy Rankie edt Altwerger, Bess edt |
| spellingShingle | Literacy policies and practices in conflict reclaiming classrooms in networked times Pt. 1. The conflict -- pt. 2. Teaching and learning in "reformed" classrooms -- pt. 3. Envisioning literacy policies and practices for tomorrow "Current U.S. school reform efforts link school success, student achievement, and teacher performance to standardized tests and narrowly prescribed curricula. How do test-driven, mandated curricula in urban school systems overtly and subtly impact teachers' efforts to provide technologically advanced, challenging classroom environments that foster literacy development for all students? How do these federal policies affect instruction at the classroom level?The premise of this book is that, in order for teachers to confront and/or counteract the pressures placed on them from these policies, it is necessary to first understand them. This book takes a close look at the tensions that exist between federal mandates and contemporary literacy needs and how those tensions impact classroom practices. Providing a clear sociopolitical overview and analysis, it combines theoretical explanations with examples from current ethnographic research. Readers are challenged to (re)consider whether meeting test performance benchmarks should be the hallmark of school success when the goal of test performance supersedes the goal of producing highly literate, productive citizens of the future"-- EDUCATION / Administration / General bisacsh EDUCATION / Educational Policy & Reform / General bisacsh Education / Aims and objectives fast Education and state fast Educational change fast Literacy fast Erziehung Literacy United States Education and state United States Education Aims and objectives United States Educational change United States |
| title | Literacy policies and practices in conflict reclaiming classrooms in networked times |
| title_auth | Literacy policies and practices in conflict reclaiming classrooms in networked times |
| title_exact_search | Literacy policies and practices in conflict reclaiming classrooms in networked times |
| title_full | Literacy policies and practices in conflict reclaiming classrooms in networked times edited by Nancy Rankie Shelton, Bess Altwerger |
| title_fullStr | Literacy policies and practices in conflict reclaiming classrooms in networked times edited by Nancy Rankie Shelton, Bess Altwerger |
| title_full_unstemmed | Literacy policies and practices in conflict reclaiming classrooms in networked times edited by Nancy Rankie Shelton, Bess Altwerger |
| title_short | Literacy policies and practices in conflict |
| title_sort | literacy policies and practices in conflict reclaiming classrooms in networked times |
| title_sub | reclaiming classrooms in networked times |
| topic | EDUCATION / Administration / General bisacsh EDUCATION / Educational Policy & Reform / General bisacsh Education / Aims and objectives fast Education and state fast Educational change fast Literacy fast Erziehung Literacy United States Education and state United States Education Aims and objectives United States Educational change United States |
| topic_facet | EDUCATION / Administration / General EDUCATION / Educational Policy & Reform / General Education / Aims and objectives Education and state Educational change Literacy Erziehung Literacy United States Education and state United States Education Aims and objectives United States Educational change United States USA |
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