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ERIC Number: EJ776386
Record Type: Journal
Publication Date: 2007-Oct
Pages: 9
Abstractor: Author
Reference Count: 22
ISBN: N/A
ISSN: ISSN-0034-0561
Finessing and Hybridizing: Innovative Literacy Practices in Reading First Classrooms
Kersten, Jodene; Pardo, Laura
Reading Teacher, v61 n2 p146-154 Oct 2007
Through the ethnographic methodological tools of formal and informal interviews, observations, participation in coplanning sessions, and analysis of literacy curricula, the researchers of this study found that effective teachers are finding ways to work successfully within the current political climate influenced by No Child Left Behind and the focus on Adequate Yearly Progress. Based on their findings, the authors suggest ways that educators and elementary schools can continue to successfully meet the literacy needs and interests of an increasingly diverse student population despite standardization in the form of basal reading programs and one-size-fits-all conditions outlined in curricula guides and programs such as Reading First. (Contains 1 table.)
International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001