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Parents who are also educational researchers have access to a
domain that is highly complex and not always available to other
scholars. In this book, parent-researchers provide theoretical and
practical insights into children's learning in the home and at
school. Readers are given a window into learning in the home
context and how all family members organize or engage in that
learning. Working on two levels, the book develops scholarly
discussions about learning in the home (how is it organized, who
the participants are, and what children are learning), and it
illustrates the impacts that outside institutions, in particular
schools, have on families It is unique in showcasing
parent-research as a type of research paradigm with particular
aspects and challenges. Both teachers and researchers can learn
from these studies as they show the impact that schooling has on
families and how institutional discourses and beliefs can both
positively and negatively affect the dynamics of any family.
Parents who are also educational researchers have access to a
domain that is highly complex and not always available to other
scholars. In this book, parent-researchers provide theoretical and
practical insights into children's learning in the home and at
school. Readers are given a window into learning in the home
context and how all family members organize or engage in that
learning. Working on two levels, the book develops scholarly
discussions about learning in the home (how is it organized, who
the participants are, and what children are learning), and it
illustrates the impacts that outside institutions, in particular
schools, have on families It is unique in showcasing
parent-research as a type of research paradigm with particular
aspects and challenges. Both teachers and researchers can learn
from these studies as they show the impact that schooling has on
families and how institutional discourses and beliefs can both
positively and negatively affect the dynamics of any family.
This volume adds in important ways to understanding the power and
complexity of the forces in the lives of children that impact their
literacy learning. The critical issues presented emerge from
interpretivist research and thinking practices that are
constructivist in nature. The chapters by researchers, teacher
researchers, teacher educators, and teachers are antidotes to the
present political context in which political agendas are being used
to define literacy, literacy teaching and learning, and literacy
research in narrow ways. Providing a rich source of information
about how young children come to know reading and writing as a tool
of communication in a range of social and cultural contexts, this
book:
*presents current research and thinking in the field;
*documents research that is currently being ignored by many who
make decisions about children' s learning;
*values "who children are" and what they bring with them to school;
*provides a useful tool for advocacy and for social action toward
improving education in ways that can make a difference in the lives
of young children; and
*raises thoughtful issues for discussion.
"Critical Issues in Early Literacy" is essential reading for early
childhood teachers and prospective teachers, for teacher educators,
for literacy researchers (including teacher researchers), for
special educators, for those working with English-language and
foreign-language learners, and for early childhood education
administrators, advocates, and policy makers.
This volume adds in important ways to understanding the power and
complexity of the forces in the lives of children that impact their
literacy learning. The critical issues presented emerge from
interpretivist research and thinking practices that are
constructivist in nature. The chapters by researchers, teacher
researchers, teacher educators, and teachers are antidotes to the
present political context in which political agendas are being used
to define literacy, literacy teaching and learning, and literacy
research in narrow ways. Providing a rich source of information
about how young children come to know reading and writing as a tool
of communication in a range of social and cultural contexts, this
book:
*presents current research and thinking in the field;
*documents research that is currently being ignored by many who
make decisions about children' s learning;
*values "who children are" and what they bring with them to school;
*provides a useful tool for advocacy and for social action toward
improving education in ways that can make a difference in the lives
of young children; and
*raises thoughtful issues for discussion.
"Critical Issues in Early Literacy" is essential reading for early
childhood teachers and prospective teachers, for teacher educators,
for literacy researchers (including teacher researchers), for
special educators, for those working with English-language and
foreign-language learners, and for early childhood education
administrators, advocates, and policy makers.
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