[Reading-hall-of-fame] Fwd: Choice review

[Ken Goodman]

For your information
Ken Goodman
Ken Goodman
7814 South Galileo Lane
Tucson, Az 85747
520-745-6895
Learning is not a Response to Instruction
Effective Iinstruction is a  Response to Learning
As Don Graves said  "Orthodoxies make us tell old stories about children at
the expense of the new stories that children are telling us."

Use Google to see :
Ken Goodman's Morning post


---------- Forwarded message ----------
From: Silverman, Naomi <Naomi.Silverman at taylorandfrancis.com>
Date: Mon, Aug 18, 2014 at 12:43 PM
Subject: Choice review
To: "Goodman, Yetta M - (ygoodman) (ygoodman at email.arizona.edu)" <
ygoodman at email.arizona.edu>, "Goodman, Kenneth S - (kgoodman) (
kgoodman at email.arizona.edu)" <kgoodman at email.arizona.edu>, "Bob Calfee (
robert.calfee at ucr.edu)" <robert.calfee at ucr.edu>


 Hi Yetta, Ken, and Bob,



A good recommendation in CHOICE!



Best,

Naomi



*The following  review appeared in the August 2014 issue of CHOICE:*





51-6878                                                        LC149
2013-9875   CIP

Whose knowledge counts in government literacy policies?: why expertise
matters, ed. by Kenneth S. Goodman, Robert

C. Calfee, and Yetta M. Goodman. Routledge, 2014. 217p bibl index ISBN
9780415858007, $140.00; ISBN 9780415858014 pbk, $41.95; ISBN 9780203796849
e-book, contact publisher for price



Curriculum and policy are informed by assumptions about what counts as
knowledge, grounded in notions of human nature, and affected by
determinations about whose knowledge counts in the construction and delivery
of knowledge in formal educational settings. *Whose Knowledge Counts in
Government Literacy Policies? *is an edited volume consisting of essays on
literacy policies, current research in literacy development and practice,
and the impact of policy on practice. The book is organized in two sections.
The first section examines the larger question of "whose knowledge counts?"
This question is contemplated through six essays that examine literacy
policies throughout the US and Europe.  The second section of the book
contains essays that focus on a variety of topics, such as the role of
literary texts within standardized tests, diversity in children's
literature, writing instruction, the common core state standards in literacy
instruction, and literature and literary reasoning. The diversity of ideas
offered within the book affords the reader a rich opportunity to consider
foundational issues of policy and practice. Summing Up: Recommended. All
readership levels. -- *J A. Helfer, Illinois State Board of Education*







Il,

f

I
-------------- next part --------------
An HTML attachment was scrubbed...
URL: <http://lists.nottingham.ac.uk/mailman/private/reading-hall-of-fame/attachments/20140818/effb9c64/attachment.html>