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Accountability, in the form of standardized test scores, is built
into many government literacy policies, with severe consequences
for schools and districts that fail to meet ever-increasing
performance levels. The key question this book addresses is whose
knowledge is considered in framing government literacy policies?
The intent is to raise awareness of the degree to which expertise
is being ignored on a worldwide level and pseudo-science is
becoming the basis for literacy policies and laws. The authors, all
leading researchers from the U.S., U.K., Scotland, France, and
Germany, have a wide range of views but share in common a deep
concern about the lack of respect for knowledge among policy
makers. Each author comes to the common subject of this volume from
the vantage point of his or her major interests, ranging from an
exposition of what should be the best knowledge utilized in an
aspect of literacy education policy, to how political decisions are
impacting literacy policy, to laying out the history of events in
their own country. Collectively they offer a critical analysis of
the condition of literacy education past and present and suggest
alternative courses of action for the future.
Accountability, in the form of standardized test scores, is built
into many government literacy policies, with severe consequences
for schools and districts that fail to meet ever-increasing
performance levels. The key question this book addresses is whose
knowledge is considered in framing government literacy policies?
The intent is to raise awareness of the degree to which expertise
is being ignored on a worldwide level and pseudo-science is
becoming the basis for literacy policies and laws. The authors, all
leading researchers from the U.S., U.K., Scotland, France, and
Germany, have a wide range of views but share in common a deep
concern about the lack of respect for knowledge among policy
makers. Each author comes to the common subject of this volume from
the vantage point of his or her major interests, ranging from an
exposition of what should be the best knowledge utilized in an
aspect of literacy education policy, to how political decisions are
impacting literacy policy, to laying out the history of events in
their own country. Collectively they offer a critical analysis of
the condition of literacy education past and present and suggest
alternative courses of action for the future.
This volume seeks to show that the separation of the teaching of
reading and writing has been a dominant feature of educational
practice at the elementary and secondary levels in the USA since
colonial times. It identifies current movements in education which
have fostered connections between reading and writing and also
those which have tended to push them apart.
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