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ERIC Number: EJ883350
Record Type: Journal
Publication Date: 2009
Pages: 9
Abstractor: As Provided
Reference Count: 93
ISBN: N/A
ISSN: ISSN-0013-189X
Edu"Poli"tical Research: Reading between the Lines
Willis, Arlette Ingram
Educational Researcher, v38 n7 p528-536 2009
This article presents a counternarrative informed by personal, critical, and qualitative perspectives, written in response to articles on effective classroom literacy instruction for improved academic performance published in March 2009 in "Educational Researcher." Classroom literacy instruction is a complex undertaking that must include an understanding of local communities, schools, and classroom contexts, especially in culturally and linguistically diverse and low-income schools. Edu"poli"tical research refers to the intersection of education research and federal intervention that informs education policy. A way out of the quicksand of unresolved debates over epistemology, pedagogy, and methodological and analytical approaches to effective classroom literacy instruction, teacher-student interactions, and student performance is a collaborative effort to create dense theories of instruction informed by a broad body of knowledge.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001