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How Education Policy Shapes Literacy Instruction

Understanding the Persistent Problems of Policy and Practice

  • Book
  • © 2022

Overview

Editors:
  1. Rachael Gabriel

    1. Department of Curriculum & Instruction, University of Connecticut, Storrs, CT, USA

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  • 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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Table of contents (8 chapters)

  1. Front Matter

    Pages i-xvii
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  2. Introduction

    • Rachael Gabriel, Shannon Kelley
    Pages 1-10

  3. Retention in Grade and Third-Grade “Trigger” Laws: History, Politics, and Pitfalls

    • Gabriel P. DellaVecchia
    Pages 11-60

  4. Remedial Reading Programs: Identification, Instruction, and Impacts of a Separate System for Learning

    • Katherine K. Frankel
    Pages 61-87

  5. Early Reading Instruction: Politics and Myths About Materials and Methods

    • Natalia Ward, Nora Vines, Rachael Gabriel
    Pages 89-119

  6. Cumulative Disadvantage: Differential Experiences of Students with Reading Difficulties

    • Laura Northrop
    Pages 121-137

  7. A Language for Literacy Learning: Language Policy, Bi/Multilingual Students, and Literacy Instruction

    • Amber N. Warren, Natalia Ward
    Pages 139-168

  8. How Literacy Policy Shapes Understandings of Teacher Quality: Coaching, Evaluation, and Measures of Teacher Effectiveness

    • Rachael Gabriel
    Pages 169-185

  9. Conclusion: Influence and Evidence in Reading-Related Policy

    • Rachael Gabriel, Shannon Kelley
    Pages 187-197

  10. Back Matter

    Pages 199-202
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Keywords

About this book

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. 

Reviews

“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)

Editors and Affiliations

  • Department of Curriculum & Instruction, University of Connecticut, Storrs, CT, USA

    Rachael Gabriel

About the editor

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.


Bibliographic Information

  • Book Title: How Education Policy Shapes Literacy Instruction

  • Book Subtitle: Understanding the Persistent Problems of Policy and Practice

  • Editors: Rachael Gabriel

  • DOI: https://doi.org/10.1007/978-3-031-08510-9

  • Publisher: Palgrave Macmillan Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2022

  • Hardcover ISBN: 978-3-031-08509-3Published: 29 September 2022

  • Softcover ISBN: 978-3-031-08512-3Published: 02 October 2023

  • eBook ISBN: 978-3-031-08510-9Published: 28 September 2022

  • Edition Number: 1

  • Number of Pages: XVII, 202

  • Number of Illustrations: 5 b/w illustrations

  • Topics: Educational Policy and Politics, Literacy, Language Education, Curriculum Studies, Education, general

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