by Beverly Derewianka
University of Wollongong, New South Wales, Australia
September 12, 2013
A generation ago Bernstein (1971) suggested that much educational failure is primarily linguistic failure. Do the educational challenges facing our students result largely from lack of control over the language of schooling? If we agree that access to curriculum-specific language resources is critical to academic achievement, then what are the implications for curriculum and pedagogy?
by Jen Scott Curwood
The University of Sydney
June 20, 2013
In and out of school, young adults use digital tools and online spaces to create, collaborate, and communicate through multiple modes and mediums. But how do teachers view digital literacies and how do they integrate technology in meaningful and transformative ways in schools? Two recent studies address this question.
by Amy Correa, Chicago Public Schools
with Nell Duke, University of Michigan
June 7, 2013
As a classroom teacher (or geek) who finds learning about reading research not only interesting but also imperative in making me a better teacher, I really enjoyed the IRA Outstanding Dissertation Research Poster Sessions. Each year IRA selects ten finalists and one winner of this prestigious award. These finalists are among the next generation of researchers who will influence our profession, and many of their studies have direct implications for classroom practice.
by Nell Duke
University of Michigan
April 15, 2013
The What Works Clearinghouse is a federal initiative founded in 2002 “to be a central and trusted source of scientific evidence for what works in education.” The WWC engages in many activities related to the review and dissemination of literacy research. WWC Practice Guides are developed by panels of researchers and practitioners who, with WWC staff, review research and then offer recommendations in a particular area.
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