ENSURING TOMORROWS LITERACY - A SHARED RESPONSIBILITY

被引：16

作者：

NOLEN, PA ^{[1
]}

MCCUTCHEN, D ^{[1
]}

BERNINGER, V ^{[1
]}

机构：

[1] UNIV WASHINGTON,312 MILLER HALL,DQ-12,SEATTLE,WA 98195

来源：

JOURNAL OF TEACHER EDUCATION | 1990年 / 41卷 / 03期

关键词：

D O I：

10.1177/002248719004100308

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

A review of research on reading and writing shows that an increase in understanding of the cognitive processes involved in reading and writing can improve teachers’ effectiveness. Forty-eight state departments of education responded to a survey regarding current certification for teaching reading and writing at elementary, secondary, and adult education levels. Findings indicated that requirements are minimal. Teacher educators are urged to increase program requirements within their institutions and to work with states to increase certification requirements sufficiently to dis seminate advances in knowledge of reading and writing processes and thereby improve educational practice. © 1990, Sage Publications. All rights reserved.

引用

页码：63 / 72

页数：10

共 45 条

[1]

Anderson R.C., 1985, BECOMING NATION READ

[2]

APPLEBEE AN, 1986, 15W02 ED TEST SERV N

[3]

APPLEBEE AN, 1982, WHAT WRITERS KNOW, P365

[4]

Austin M. C., 1961, TORCH LIGHTERS TOMOR

[5]

BADER LA, 1975, J READING, V19, P237

[6]

BAXTER J, 1987, ORG SUBJECT MATTER C

[7]

Bloom A. D., 1987, CLOSING AM MIND HIGH

[8]

BRAAM LS, 1970, READ TEACH, V23, P426

[9] A COMPARISON OF CLASSROOM WRITING PRACTICES, TEACHERS PERCEPTIONS OF THEIR WRITING INSTRUCTION, AND TEXTBOOK RECOMMENDATIONS ON WRITING PRACTICES [J].

BRIDGE, CA ;

HIEBERT, EH .

ELEMENTARY SCHOOL JOURNAL, 1985, 86 (02) :155-172

[10]

Calfee R. C., 1986, HDB RES TEACHING, P804

← 1 2 3 4 5 →