NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1089827
Record Type: Journal
Publication Date: 2016
Pages: 9
Abstractor: As Provided
ISSN: ISSN-1082-4669
Reading Recovery as an Epistemic Community
Peurach, Donald J.; Glazer, Joshua L.
Journal of Education for Students Placed at Risk, v21 n1 p1-9 2016
This introduction to the special issue on Reading Recovery situates the enterprise in a broader educational reform context that has placed a priority on developing and fielding large-scale, systemic interventions that support ambitious instructional practice and student outcomes. Within this context, Reading Recovery is examined as an evolving, adaptive "epistemic community" in which tutors, teachers, leaders, coaches, and developers collaborate to produce, use, and refine the practical knowledge needed to support and sustain success among large numbers of struggling readers. Viewing Reading Recovery as an epistemic community provides a framework for more deeply engaging the articles in this special issue, for reflecting on Reading Recovery's history of success, and for speculating about Reading Recovery's future in rapidly evolving policy and reform contexts.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A