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

[Judith Green]

Hi,

I thought that this conceptual argument is one that might be a good dialogues here.

J
On Aug 18, 2014, at 2:37 PM, Ken Goodman <kgoodman at u.arizona.edu> wrote:

> 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,
> 
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> 
> A good recommendation in CHOICE!
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> 
> Best,
> 
> Naomi
> 
>  
> 
> The following  review appeared in the August 2014 issue of CHOICE:
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> 
> 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
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