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Looking back, looking forward : a conversation about teaching reading in the 21st century

Author: Richard L Allington; Anne McGill-Franzen; Educational Resources Information Center (U.S.)
Publisher: Albany, N.Y. : National Research Center on English Learning & Achievement, University at Albany, State University of New York ; [Washington, DC] : U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1999.
Series: Report series, 12015.
Edition/Format:   Book   Microform : National government publication : Microfiche : EnglishView all editions and formats
Summary:
This paper presents a dialogue on the subject of reading instruction in the 20th century, comparing historical perceptions of American public schooling with those of contemporary schools. It suggests that prognosticating about schooling traditionally seems to fall into the two categories of wildly optimistic or cautiously pessimistic, and that the media have portrayed American schooling as a failure, a view both fed  Read more...
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Material Type: Government publication, National government publication, Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Richard L Allington; Anne McGill-Franzen; Educational Resources Information Center (U.S.)
OCLC Number: 46781314
Notes: Shipping list no.: 2001-0168-M.
Reproduction Notes: Microfiche. [Washington, D.C.] : Supt. of Docs., U.S. G.P.O., [2000]. 1 microfiche.
Description: 1 volume.
Series Title: Report series, 12015.
Other Titles: Conversation about teaching reading in the 21st century
Responsibility: Richard L. Allington, Anne McGill-Franzen.

Abstract:

This paper presents a dialogue on the subject of reading instruction in the 20th century, comparing historical perceptions of American public schooling with those of contemporary schools. It suggests that prognosticating about schooling traditionally seems to fall into the two categories of wildly optimistic or cautiously pessimistic, and that the media have portrayed American schooling as a failure, a view both fed into and echoed by politicians and policy-makers. The paper notes that the contemporary perception is that public education has failed and drastic change is needed, particularly when the topic of literacy teaching and learning is the focus. It concludes that schools can and must make a difference in the lives of all children, and that the type of schools created in the 21st century will depend on societal decisions about teaching, learning, literacy, and the role of education in achieving the ideals of a democratic society. (Contains 100 references.) (EF).

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