Raising Literacy Achievement in High-Poverty Schools

An Evidence-Based Approach
1. Auflage 2016
ISBN: 978-1-138-28656-6
Verlag: Taylor & Francis Ltd (Sales)

Buch, Englisch, 324 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 435 g

Reihe: Routledge Research in Education

This book shares lessons gleaned from a two-year intervention in a high-poverty school, which was highly successful in significantly narrowing the literacy achievement gap and in raising children’s motivation and engagement in literacy both inside and outside school. Kennedy argues that there is much that disadvantaged schools can do to close the gap, but this is more likely to occur when a research-based approach to instruction (with a dual emphasis on cognitive skills and motivation and engagement), assessment and professional development is undertaken.

Autoren/Hrsg.

Kennedy, Eithne

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Curricula: Planung und Entwicklung

Inhaltsverzeichnis

1. Introduction 2. Evidence-Based Professional Development 3. Effective Schools and Effective Teachers of Literacy 4. Current Research on Literacy 5. School and Classroom Context 6. The Change Process 7. Impact on the Teaching of Reading 8. Impact on the Pedagogy of Writing 9. Perceptions of Affective Changes in the Children 10. Impact on Teachers and School Community 11. Changes in Achievement 12. Raising Literacy Achievement: Lessons from the Research

Über Autor(innen)

Eithne Kennedy is a teacher educator specialising in literacy education at St. Patrick’s College, Drumcondra, Dublin, where she teaches on a range of literacy courses at under-graduate and post-graduate levels.