Accelerating the College and Career Readiness of Diverse K-5 Literacy Learners

Autor/inn/en	Turner, Jennifer D.; Danridge, Jocelyn C.
Titel	Accelerating the College and Career Readiness of Diverse K-5 Literacy Learners
Quelle	In: Theory Into Practice, 53 (2014) 3, S.212-219 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2014.916963
Schlagwörter	Career Readiness; College Readiness; Acceleration (Education); Elementary School Students; Literacy; Student Diversity; Educational Principles; Disadvantaged; Instructional Design; Instructional Development; Educational Policy; Classroom Environment; Reading Strategies; Inquiry; Culturally Relevant Education; Educational Change; Change Strategies; Developmental Studies Programs + Suchen Sie Ihr Suchwort? Acceleration; Beschleunigung; Alphabetisierung; Schreib- und Lesefähigkeit; Bildungsprinzip; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching improvement; Unterrichtsentwicklung; Politics of education; Bildungspolitik; Klassenklima; Unterrichtsklima; Reading strategy; Leselernstufe; Lesetechnik; Bildungsreform; Lösungsstrategie; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium
Abstract	Given the increasing demand for a well-educated American workforce, college and career readiness has become a significant educational priority. New educational initiatives, including the Common Core State Standards for English Language Arts, are being developed and implemented to prepare students for success in postsecondary education and the workplace. In this article, we discuss how college and career readiness standards have transformed expectations for literacy instruction in K-5 classrooms, especially for students from diverse cultural and linguistic backgrounds. Given that students of color have been historically underserved in schools, we contend that these children need more equitable and enriched opportunities to learn academic literacies, content knowledge, and communication skills to achieve their future college aspirations and career goals. To that end, we offer key principles (i.e., community-oriented classrooms, close reading of complex texts, content-rich inquiry, and cultural connectedness) that elementary educators can use to design engaging learning environments and robust literacy lessons that advance the college and career readiness of all students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10