After the Testing: Talking and Reading and Writing the World

Autor/in	Luke, Allan
Titel	After the Testing: Talking and Reading and Writing the World
Quelle	In: Journal of Adolescent & Adult Literacy, 56 (2012) 1, S.8-13 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/JAAL.00095
Schlagwörter	Stellungnahme; Foreign Countries; Educational Change; Literacy; Children; Social Change; Influence of Technology; Role of Education; Discussion (Teaching Technique); Scaffolding (Teaching Technique); Government School Relationship; Politics of Education; Accountability; Teacher Educators; Program Implementation; Educational Improvement; Relevance (Education); School Culture; Holistic Approach; Elementary Education; Australia + Suchen Sie Ihr Suchwort? Ausland; Bildungsreform; Alphabetisierung; Schreib- und Lesefähigkeit; Child; Kind; Kinder; Sozialer Wandel; Bildungsauftrag; Educational policy; Bildungspolitik; Verantwortung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teaching improvement; Unterrichtsentwicklung; Relevance; Relevanz; Schulkultur; Schulleben; Holistischer Ansatz; Elementarunterricht; Australien
Abstract	This critical essay discusses the challenges and prospects for the reform of school-based literacy programs. It begins with an overview of the effects of a decade of test-driven accountability policy on research and teachers' work, noting the continuing challenges of new demographics, cultures and technologies for literacy education. The case is made that whole school literacy programs can make a difference in improving the overall education of students and youth from low socioeconomic and cultural minority backgrounds. But this requires a strong emphasis on engagement with substantive readings of cultural, social and scientific worlds through talk, reading and writing. The key questions facing teachers, then, are not simply around basic skills instruction and acquisition, but about sustained, intellectually demanding and scaffolded talk around texts, print and multimodal. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10