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E-BOOK
Title Raising Literacy Achievement in High-Poverty Schools : an Evidence-Based Approach / Eithne Kennedy.
Imprint New York : Routledge, Taylor & Francis Group, 2014.

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LOCATION CALL # STATUS
 Internet  Electronic Book    AVAILABLE
Description 1 online resource (565 pages) : illustrations.
Series Routledge Research in Education ; 100
Routledge research in education ; 100.
Bibliog. Includes bibliographical references (pages 496-545) and index.
Note Available only to authorized UTEP users.
Print version record.
Subject Literacy -- Research -- United States.
Poor children -- Education.
Children with social disabilities -- Education.
United States.
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.
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 to instruction (with a dual emphasis on cognitive skills and motivation and engagement), assessment and professional development is undertaken.
Other Title Print version: Kennedy, Eithne. Raising Literacy Achievement in High-Poverty Schools : An Evidence-Based Approach. Hoboken : Taylor and Francis, ©2014 9780415540049