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Raising Literacy Achievement in High-Poverty Schools : an Evidence-Based Approach

Author: Eithne Kennedy, (Writer on literacy)
Publisher: New York : Routledge, Taylor & Francis Group, 2014.
Series: Routledge research in education, 100.
Edition/Format:   eBook : Document : EnglishView all editions and formats
Summary:
This book shares lessons gleaned from a two-year intervention in a high-poverty school, which was highly successful in significantly narrowing the literacy achievement gap and in raising children's motivation and engagement in literacy both inside and outside school. Kennedy argues that there is much that disadvantaged schools can do to close the gap, but this is more likely to occur when a research-based approach  Read more...
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Genre/Form: Electronic books
Additional Physical Format: Print version:
Kennedy, Eithne.
Raising Literacy Achievement in High-Poverty Schools : An Evidence-Based Approach.
Hoboken : Taylor and Francis, ©2014
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Eithne Kennedy, (Writer on literacy)
ISBN: 9781135041007 1135041008 9780203788592 0203788591 1306288193 9781306288194 9781135041021 1135041024
OCLC Number: 867928690
Description: 1 online resource (565 pages) : illustrations.
Contents: Introduction : The Policy Context --
Evidence-Based Professional Development --
Effective Schools and Effective Teachers of Literacy --
Current Research on Literacy --
School and Classroom Context --
The Change Process --
Impact on the Teaching of Reading --
Impact on the Teaching of Writing --
Perceptions of Affective Changes in the Children --
Impact on Teachers and School Community --
Changes in Achievement --
Raising Literacy Achievement : Lessons from the Research.
Series Title: Routledge research in education, 100.
Responsibility: Eithne Kennedy.

Abstract:

This book shares lessons gleaned from a two-year intervention in a high-poverty school, which was highly successful in significantly narrowing the literacy achievement gap and in raising children's motivation and engagement in literacy both inside and outside school. Kennedy argues that there is much that disadvantaged schools can do to close the gap, but this is more likely to occur when a research-based approach to instruction (with a dual emphasis on cognitive skills and motivation and engagement), assessment and professional development is undertaken.

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'Kennedy has produced one of those rare things: a book that deserves equally to be read by researchers, practitioners, managers, policy makers, and teacher educators. It is both scholarly and Read more...

 
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