ERIC Number: ED468431
Record Type: RIE
Publication Date: 2002
Reference Count: 0
Schools That Work: Where All Children Read and Write. Second Edition.
Allington, Richard L.; Cunningham, Patricia M.
This book presents practical information for those wanting to create elementary schools in which all children become readers and writers. It describes critical factors that can advance or impede the development of more effective educational settings, noting exemplary efforts in real schools and offering a variety of activities for taking stock of a school's educational efforts. The book focuses on how schools must change if they are to meet the educational demands of the 21st century. The 12 chapters look at: (1) "The Schools We Have: What We Must Change"; (2) "The Stories of Schools Where All Children Become Readers and Writers"; (3) "What Do We Now Know About Reading and Writing?"; (4) "Who Does What?"; (5) "The What of Reading: The Reading Curriculum"; (6) "Time: Minutes, Hours, Days, Weeks, Years"; (7) "Tests, Assessments, and Report Cards"; (8) "Professional Development: The Key to Change"; (9) "Family Involvement"; (10) "Schools That Work for All Children"; (11) "A Tour Through a School: What to Look For"; and (12) "Getting Started." (Contains 302 references.) (SM)
Descriptors: Administrator Role, Beginning Reading, Childrens Literature, Curriculum, Diversity (Student), Educational Change, Elementary Education, Evaluation Methods, Faculty Development, Family Involvement, Literacy Education, Paraprofessional School Personnel, Parent School Relationship, Reading Comprehension, Reading Instruction, Reading Skills, School Culture, School Visitation, Special Education, Student Evaluation, Teacher Collaboration, Teacher Role, Time Factors (Learning), Volunteers, Writing Instruction, Writing Skills
Allyn & Bacon, 72 Arlington Street, Boston, MA 02116 ($31). Tel: 800-666-9433 (Toll Free); Web site: http://www.ablongman.com.
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Administrators; Teachers; Practitioners
Authoring Institution: N/A