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Three policy innovations at the heart of this book - the Common
Core State Standards (CCSS), new Annual Professional Performance
Review (APPR), and data driven instruction (DDI) provide a timely
opportunity to join school and district improvement and policy
implementation research with improvement science. This book is not
just a collection of findings about odds-beating schools (those
with higher than predicted student performance trends and higher
than average poverty and diversity) and their journeys to implement
these innovations. It also provides timely perspectives regarding
policy innovations and how they might disrupt practice in desirable
or undesirable ways. This book offers readers insight into how
educators at every boundary-classroom, school, and district
interact to make meaning of innovations, both individually and
collectively; and also how their meanings and values influence
innovation implementation outcomes. The story includes details how
policy innovations were tailored to school and district office
priorities; the features of these schools' structures, climates,
and routines that were conducive to implementation; and how these
innovations were able to penetrate the classroom boundaries.
Three policy innovations at the heart of this book - the Common
Core State Standards (CCSS), new Annual Professional Performance
Review (APPR), and data driven instruction (DDI) provide a timely
opportunity to join school and district improvement and policy
implementation research with improvement science. This book is not
just a collection of findings about odds-beating schools (those
with higher than predicted student performance trends and higher
than average poverty and diversity) and their journeys to implement
these innovations. It also provides timely perspectives regarding
policy innovations and how they might disrupt practice in desirable
or undesirable ways. This book offers readers insight into how
educators at every boundary-classroom, school, and district
interact to make meaning of innovations, both individually and
collectively; and also how their meanings and values influence
innovation implementation outcomes. The story includes details how
policy innovations were tailored to school and district office
priorities; the features of these schools' structures, climates,
and routines that were conducive to implementation; and how these
innovations were able to penetrate the classroom boundaries.
This volume culls scholarship on both what high literacy is and how
it is developed. It embraces the call put forth by Langer and
Applebee (2016) that high literacy must continue to be our aim and
to see more research analyzing and identifying how teachers might
promote literacy practices that promote deep thinking around
important content. The editors offer a conceptual framework for
high literacy that explicates how each component (i.e. reading,
writing, dialogic engagement, and epistemic cognition in literary
reasoning) relates to the others and from what scholarly literature
these concepts have been derived. Individual chapter authors
provide in-depth examinations of the existing research base on
particular related topics, focusing on the two important
cross-cutting aims of the volume: (1) explicating the roles
reading, writing, dialogic engagement, and epistemic cognition hold
in high literacy development, and (2) providing examples of
practices recommended to develop high literacy.
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