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Reading Recovery as an Epistemic Community

التفاصيل البيبلوغرافية
العنوان: Reading Recovery as an Epistemic Community
اللغة: English
المؤلفون: Peurach, Donald J., Glazer, Joshua L.
المصدر: Journal of Education for Students Placed at Risk. 2016 21(1):1-9.
الإتاحة: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 9
تاريخ النشر: 2016
نوع الوثيقة: Journal Articles
Reports - Descriptive
Descriptors: Reading Programs, Educational Change, Intervention, Educational Improvement, Outcomes of Education, Models, Reading Achievement, Reading Instruction, Instructional Effectiveness, Reading Teachers, Reading Skills, Reading Difficulties
DOI: 10.1080/10824669.2015.1108846
تدمد: 1082-4669
مستخلص: This introduction to the special issue on Reading Recovery situates the enterprise in a broader educational reform context that has placed a priority on developing and fielding large-scale, systemic interventions that support ambitious instructional practice and student outcomes. Within this context, Reading Recovery is examined as an evolving, adaptive "epistemic community" in which tutors, teachers, leaders, coaches, and developers collaborate to produce, use, and refine the practical knowledge needed to support and sustain success among large numbers of struggling readers. Viewing Reading Recovery as an epistemic community provides a framework for more deeply engaging the articles in this special issue, for reflecting on Reading Recovery's history of success, and for speculating about Reading Recovery's future in rapidly evolving policy and reform contexts.
Abstractor: As Provided
Number of References: 34
Entry Date: 2016
رقم الأكسشن: EJ1089827
قاعدة البيانات: ERIC
الوصف
تدمد:1082-4669
DOI:10.1080/10824669.2015.1108846