In Defense of Good Teaching by Ken Goodman

By Ken Goodman

In protection of fine educating finds a few hectic truths within the conglict over instructing examining: planned misrepresentation of principles, conflicting political agendas performed out in our colleges, academics and directors marginalized for his or her ideals, and advertisement pursuits dressed up as medical study. extra is at stake than entire language.

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In Defense of Good Teaching

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P. 8) And what about the teacher? A major impediment to serving the needs of children demonstrating difficulties learning to read is current teacher preparation practices. Many teachers lack basic knowledge and understanding of reading development and the nature of reading difficulties. (p. 13) Lyon’s recommendations include the following: ■ ■ ■ ■ Major efforts to ensure that colleges of education possess the expertise and commitment to foster expertise in teachers (pre-service and inservice).

Time (October 27). Colvin, R. L. 1997. Trouble in the Mecca of Reading. Los Angeles Times (May 5). Eastin, D. 1996. Teaching Reading: A Balanced Comprehensive Approach to Teaching Reading in Prekindergarten Through Grade 3. Sacramento: California Department of Education (May 10). Elley, W. 1992. How in the World Do Students Read? The Hague: International Association for the Evaluation of Educational Achievement (July). Flesch, R. 1981. Why Johnny Still Can’t Read: A New Look at the Scandal of Our Schools.

1996. NAEP 1994 Reading Report Card for the Nation and States. S. Department of Education (January). , and H. Meeder. 1997. Commentary: Reading Research into Practice. Education Week 17, 1: 41, 43. Clay, M. 1971. The Early Detection of Reading Difficulties. Portsmouth, NH: Heinemann. Collins, J. 1997. How Johnny Should Read. Time (October 27). Colvin, R. L. 1997. Trouble in the Mecca of Reading. Los Angeles Times (May 5). Eastin, D. 1996. Teaching Reading: A Balanced Comprehensive Approach to Teaching Reading in Prekindergarten Through Grade 3.

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