LEADER 04435nam 22007695 450 001 9910616397603321 005 20240222101036.0 010 $a9783031085109$b(electronic bk.) 010 $z9783031085093 024 7 $a10.1007/978-3-031-08510-9 035 $a(MiAaPQ)EBC7102003 035 $a(Au-PeEL)EBL7102003 035 $a(CKB)24950451100041 035 $a(DE-He213)978-3-031-08510-9 035 $a(EXLCZ)9924950451100041 100 $a20220928d2022 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aHow Education Policy Shapes Literacy Instruction$b[electronic resource] $eUnderstanding the Persistent Problems of Policy and Practice /$fedited by Rachael Gabriel 205 $a1st ed. 2022. 210 1$aCham :$cSpringer International Publishing :$cImprint: Palgrave Macmillan,$d2022. 215 $a1 online resource (211 pages) 311 08$aPrint version: Gabriel, Rachael How Education Policy Shapes Literacy Instruction Cham : Springer International Publishing AG,c2022 9783031085093 327 $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. . 330 $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. 606 $aEducation and state 606 $aLiteracy 606 $aLanguage and languages$xStudy and teaching 606 $aEducation$xCurricula 606 $aTeaching 606 $aInclusive education 606 $aEducational Policy and Politics 606 $aLiteracy 606 $aLanguage Education 606 $aCurriculum Studies 606 $aDidactics and Teaching Methodology 606 $aInclusive Education 606 $aAlfabetització$2thub 606 $aPolítica governamental$2thub 606 $aPolítica educativa$2thub 608 $aLlibres electrònics$2thub 615 0$aEducation and state. 615 0$aLiteracy. 615 0$aLanguage and languages$xStudy and teaching. 615 0$aEducation$xCurricula. 615 0$aTeaching. 615 0$aInclusive education. 615 14$aEducational Policy and Politics. 615 24$aLiteracy. 615 24$aLanguage Education. 615 24$aCurriculum Studies. 615 24$aDidactics and Teaching Methodology. 615 24$aInclusive Education. 615 7$aAlfabetització 615 7$aPolítica governamental 615 7$aPolítica educativa 676 $a379 700 $aGabriel$b Rachael$01261159 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 912 $a9910616397603321 996 $aHow Education Policy Shapes Literacy Instruction$92929653 997 $aUNINA