Abstract
CONTENTS Foreword: Joel Spring Acknowledgments Chapter 1: Introduction: Knowledge, Evidence, and Faith: How the Federal Government Used Science to Take Over Public Schools, Robert Calfee Part 1: The Political Realties Chapter 2: Whose Knowledge Counts? The Pedagogy of the Absurd, Kenneth S. Goodman Chapter 3: Re-reading Poverty Reorienting Educational Policy, Patrick Shannon Chapter 4: Neoliberal and Neoconservative Literacy Education Policies in Contemporary France, Jacques Fijalkow Chapter 5: Flying Blind: Government Policy on the Teaching of Reading in England and Research on Effective Literacy Education, Henrietta Dombey Chapter 6: Whose Knowledge Counts, For Whom, In What Circumstances?: The Ethical Constraints on Who Decides, Sue Ellis Chapter 7: About the Dubious Role of Phonological Awareness in the Discussion of Literacy Policies, Renate Valtin Part 2: Aspects of Literacy: The Knowledge Base Chapter 8: The Role of Story and Literature in a World of Tests and Standards, Kathy G. Short Chapter 9: The Staircase Curriculum: Whole-School Collaboration to Improve Literacy Achievement, Kathryn H. Au and Taffy E. Raphael Chapter 10: Diversity in Children's Literature: What Does It Matter in Today's Educational Climate? Rudine Sims Bishop Chapter 11: Examining Three Assumptions about Text Complexity: Standard 10 of the Common Core State Standards, Elfrieda H. Hiebert and Katie Van Sluys Chapter 12: The Role of Literature and Literary Reasoning in English Language Arts and English Classrooms, Judith A. Langer Chapter 13: Writing Teachers: The Roles Exploration, Evaluation, and Time Play in Their Lives, Jane Hansen Chapter 14: What Do Children Need to Succeed in Early Literacy-And Beyond? William H. Teale, Jessica L. Hoffman, and Kathleen A. Paciga Chapter 15: The Impact of Changing Conceptions of Language on Curriculum and Instruction of Literacy and the Language Arts, David Bloome and Melissa Wilson, Comments: Nu!... So!... Where do We Go from Here? Yetta M. Goodman List of Contributors
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