http://engagedintellectual.wordpress.com/2008/01/29/pell-grants-for-kids/ critical educators merging life and pedagogy working toward social justice Wed, 28 Oct 2009 01:56:29 +0000 http://wordpress.com/ hourly 1 http://engagedintellectual.wordpress.com/2008/01/29/pell-grants-for-kids/#comment-46 lmv2102 Fri, 01 Feb 2008 06:00:53 +0000 http://engagedintellectual.wordpress.com/?p=47#comment-46 ergh... so true...! check out jim cummins' article in the dec 2007 issue of ed researcher: "Pedagogies for the Poor? Realigning Reading Instruction for Low-Income Students With Scientifically Based Reading Research" here's the abstract: In this article, the author argues that there is minimal scientific support for the pedagogical approaches promoted for low-income students in the federal Reading First initiative. In combination with high-stakes testing, the interpretation of the construct systematic phonics instruction in Reading First has resulted in highly teacher-centered and inflexible classroom environments. By privileging these approaches, Reading First ignored the National Reading Panel’s finding that systematic phonics instruction was unrelated to reading comprehension for low-achieving and normally achieving students beyond Grade 1. Also ignored was the significant body of research suggesting that reading engagement is an important predictor of achievement. Alternative evidence-based directions for rebalancing reading instruction for low-income students are suggested in the context of the impending reauthorization of the No Child Left Behind legislation. ergh… so true…!
check out jim cummins’ article in the dec 2007 issue of ed researcher: “Pedagogies for the Poor? Realigning Reading Instruction for Low-Income Students With Scientifically Based Reading Research”
here’s the abstract:
In this article, the author argues that there is minimal scientific support for the pedagogical approaches promoted for low-income students in the federal Reading First initiative. In combination with high-stakes testing, the interpretation of the construct systematic phonics instruction in Reading First has resulted in highly teacher-centered and inflexible classroom environments. By privileging these approaches, Reading First ignored the National Reading Panel’s finding that systematic phonics instruction was unrelated to reading comprehension for low-achieving and normally achieving students beyond Grade 1. Also ignored was the significant body of research suggesting that reading engagement is an important predictor of achievement. Alternative evidence-based directions for rebalancing reading instruction for low-income students are suggested in the context of the impending reauthorization of the No Child Left Behind legislation.

]]> http://engagedintellectual.wordpress.com/2008/01/29/pell-grants-for-kids/#comment-44 The Larger Construct : Huh, That’s Interesting… Thu, 31 Jan 2008 01:39:28 +0000 http://engagedintellectual.wordpress.com/?p=47#comment-44 [...] excellent analysis on that mention of NCLB here. Not a day goes by that I don’t experience the corrosive nature of that law. To look at our [...] [...] excellent analysis on that mention of NCLB here. Not a day goes by that I don’t experience the corrosive nature of that law. To look at our [...]

]]> http://engagedintellectual.wordpress.com/2008/01/29/pell-grants-for-kids/#comment-43 Pell Grants for Kids « Education and Class Tue, 29 Jan 2008 20:02:41 +0000 http://engagedintellectual.wordpress.com/?p=47#comment-43 [...] The Engaged Intellectual asks whether this new initiative is intended to divert attention from the failures in NCLB in her [...] [...] The Engaged Intellectual asks whether this new initiative is intended to divert attention from the failures in NCLB in her [...]

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