Economic Relevance and Planning for Literacy Instruction: Reconciling Competing Ideologies

Autor/inn/en	Boggs, George L.; Stewart, Trevor Thomas; Jansky, Timothy A.
Titel	Economic Relevance and Planning for Literacy Instruction: Reconciling Competing Ideologies
Quelle	In: Journal of Adolescent & Adult Literacy, 61 (2018) 5, S.553-565 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/jaal.671
Schlagwörter	Economic Factors; Literacy Education; Educational Change; Action Research; Models; Educational Planning; Program Implementation; Program Evaluation; Writing Instruction; Writing (Composition); Class Activities; Teaching Methods; Decision Making; Student Centered Learning + Suchen Sie Ihr Suchwort? Ökonomischer Faktor; Bildungsreform; Projektforschung; Analogiemodell; Bildungsplanung; Programme evaluation; Programmevaluation; Schreibunterricht; Schreibübung; Teaching method; Lehrmethode; Unterrichtsmethode; Decision-making; Entscheidungsfindung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit
Abstract	The language of economics and economic imperatives are driving standardized school reform in the United States without input from teachers. This teacher action research project responds to concerns about contemporary school reforms by considering how economics-minded dialogue about literacy education can help teachers support students' literacy practices. The study explores the use of an economic model for planning, implementing, and evaluating composition instruction based in sociocultural literacy research. The model classifies classroom activities according to economic principles of connectedness and production. This model supported collaborative dialogue about writing instruction problems. Three phases--cycles of planning, implementation, and evaluation of instruction--progressively demonstrated how thinking economically about literacy instruction supported a teacher's decision making toward student-centered writing instruction. The study frames economic analysis as a positive support for students' acquisition of new literacies. It also suggests how teachers may make sense of economics-oriented educational reform goals for literacy instruction. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01