Moving Forward with Exceptional Literacy Research and Practice amidst Educational Policy Changes

Autor/inn/en	Majors, Yolanda; Lewis, Cynthia; Tierney, Robert J.; Beach, Richard
Titel	Moving Forward with Exceptional Literacy Research and Practice amidst Educational Policy Changes
Quelle	In: Journal of Literacy Research, 49 (2017) 2, S.302-313 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-296X
DOI	10.1177/1086296X17708635
Schlagwörter	Educational Policy; Literacy Education; Teaching Methods; Research; Theory Practice Relationship; Minority Groups; Social Bias; Community Involvement; Activism; At Risk Persons; Common Core State Standards; Reading Instruction; Writing Instruction; Political Issues; Language Arts + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Teaching method; Lehrmethode; Unterrichtsmethode; Forschung; Theorie-Praxis-Beziehung; Ethnische Minderheit; Aktivismus; Politischer Protest; Risikogruppe; Common core curriculum; Curriculum; Kerncurriculum; Leseunterricht; Schreibunterricht; Politischer Faktor; Sprachkultur
Abstract	In this Insights column, four authors address the question: Given current and potential shifts in education policy, what should literacy educators keep in mind to move forward with exceptional literacy research and practices? Majors and Lewis urge white scholars to reach out to scholars of color in learning how to generate counter-arguments that speak back to alternative facts. Tierney encourages the field to learn from scholars who are engaged in community based participatory research and activism, especially those who are engaged as allies with groups of people who are indigenous, marginalized, transnational, and cross-cultural. Beach calls on the field to consider research that examines implementation of the Common Core State Standards, such as argumentative writing and translanguaging. [Individual articles in the column contain references.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01