《Perspectives on rescuing urban literacy education - spies, saboteurs, and saints 2009》由会员分享，可在线阅读，更多相关《Perspectives on rescuing urban literacy education - spies, saboteurs, and saints 2009（305页珍藏版）》请在金锄头文库上搜索。
1、Perspectives on Rescuing Urban Literacy Education Spies, Saboteurs, and Saints Edited byRobert B. Cooter, Jr. Perspectives on Rescuing Urban Literacy Education: Spies, Saboteurs, and Saints Perspectives on Rescuing Urban Literacy Education: Spies, Saboteurs, and Saints Edited by Robert B. Cooter, Jr
2、. University of Texas at Arlington LAWRENCE ERLBAUM ASSOCIATES, PUBLISHERS Mahwah, New JerseyLondon2004 Copyright ? 2004 by Lawrence Erlbaum Associates, Inc. All rights reserved. No part of this book may be reproduced in any form, by photostat, microform, retrieval system, or any other means, withou
3、t the prior written permission of the publisher. Lawrence Erlbaum Associates, Inc., Publishers 10 Industrial Avenue Mahwah, New Jersey 07430 Library of Congress Cataloging-in-Publication Data Perspectives on rescuing urban literacy education : spies, saboteurs, saints / edited by Robert B. Cooter, J
4、r. p.cm. Includes bibliographical references and index. ISBN 0-8058-4289-6 (cloth : alk. paper) ISBN 0-8058-4290-X (pbk. : alk. paper) 1. Education, UrbanTexasDallasCase studies.2. Language artsTexasDallasCase studies.I. Cooter, Robert B. LC5128.P472003 372.4?09764?2812dc212002192826 CIP Books publi
5、shed by Lawrence Erlbaum Associates are printed on acid-free paper, and their bindings are chosen for strength and durability. Printed in the United States of America 10987654321 For the children and teachers of Dallas Forewordxi Preface and Introductionxv PART ONEPERSPECTIVES FROM THE SPIES1 1De Sc
6、holarum Natura3 John Fullinwider 2The Pillars of Urban Literacy Instruction: Prerequisites for Change13 Robert B. Cooter, Jr. 3Change Management Concepts and Models: Sponsorship, Early Adopters, and the Development of Urban Teachers25 E. F. Baskin 4Challenges to Change: Implementing Research-Based R
7、eading Instruction in Urban Schools41 Kathleen S. Cooter and Robert B. Cooter, Jr. Contents vii PART TWOOVERCOMING THE EFFECTS OF SABOTEURS57 5Accountability in Texas: Fair or Foul?59 William J. Webster 6Deep Training + Coaching: A Capacity-Building Model for Teacher Development83 Robert B. Cooter,
8、Jr. 7An Alchemists Tale (or . . . The Marriage of Technology and Literacy in Trying Times)95 Lee Allen 8Changing Lives on the Boundaries103 Jeanne Gerlach 9Minimizing the Effects of Student Mobility Through Teacher and Administrator Training117 Katy Denson 10Model-Based Mathematical Languages as Tec
9、hnological Literacy: Some Reflections on an Urban School Challenge135 William F. Tate PART THREESAINTS AND THEIR RESCUE EFFORTS153 11Logistics of Systemic Change: The Reading Academy155 Georgia J. Thompson 12Mentoring Teacher Change: Even Cinderella Had a Coach165 Jane Moore 13Coaching the Coaches:
10、Challenges of Implementing the Lead Teacher Concept183 Barbara Mathews 14Teaching the Teacher: Reflections of a Reading Academy Laureate209 Leigh Walker 15Creating a Balanced Literacy Curriculum: One Elementary School Principals Perspective213 Judy Zimny viiiCONTENTS 16Marry Well . . . Divorce Less:
11、 Helping Principals Choose Effective Literacy Programs227 Kathleen S. Cooter 17Addressing the Literacy Needs of African-American Students and Their Teachers235 J. Helen Perkins PART FOURSUMMARY AND CONCLUSIONS247 18Reflections of a Reading Czar249 Robert B. Cooter, Jr. About the Authors255 Glossary
12、of Selected Terms261 Author Index269 Subject Index273 CONTENTSix In the 1950s, beginning with the historic Brown v. Board of Education Su- preme Court decision, the United States embarked on a much needed ref- ormation in public schooling. The central goal was equal educational op- portunities for a
13、ll children regardless of race, heritage, or socioeconomic status (SES). Later in the 1970s, when the National Assessment of Educa- tional Progress (NAEP) began to chronicle academic progress (or lack thereof) by racial and socioeconomic groups, reading, writing, and mathe- matics education logicall
14、y became focal points for research. It was soon apparent that children living in urban and greater metropolitan areas were at increased risk of failure in the “Three Rs.” At the turn of the 21st century, we still have many more questions than answers about why urban children fail in such alarming nu
15、mbers in learn- ing to read proficiently. Scientific research data published in the Interna- tional Reading Association (IRA) journals regularly note that reading prob- lems are continuing for urban students. Low-achievement indicators for ninth-grade readers, for example, virtually match dropout ra
16、tes in the major cities. However, we are learning a great deal through research about some of the critical factors that tend to inhibit reading acquisition and, con- versely, what helps make a difference in young learners achievement. Several key research summaries (e.g., Reading Researchers in Search of Common Ground Flippo, 2001, Report of the National Reading Panel 2000, Preventing Reading Difficulties in Young Children Snow, Burns, and Kouider Mokhtari, Oklahoma State Univer
