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Literacy. --- Illiteracy --- Education --- General education --- Alfabetització --- Campanyes d'alfabetització --- Indicadors educatius --- Analfabetisme funcional --- Alfabetització visual --- Analfabetisme --- Teachers --- Learning, Psychology of. --- Teaching and Teacher Education. --- Instructional Psychology. --- Training of. --- Learning --- Psychology of learning --- Educational psychology --- Comprehension --- Learning ability --- Teacher education --- Teacher training --- Teachers, Training of --- Psychological aspects

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This book re-examines the field of New Literacy Studies and promotes a shift away from binary constructions of literacies as 'old' or 'new' and to encourage critical reflection on the part of readers as to the uses of these constructs. First, the book examines the entanglement of pasts, presents and futures in contemporary literacy practices. Second, it considers representations of literacies as actors, having their own power and consequences. Third, it critically examines the place of 'new' and 'old' literacies in a marketplace in which social, economic and political power advantage is contested. The book demonstrates the use of assemblage theory drawing on semiotics, geo-semiotics and Actor Network Theory for analyzing literacies as assemblages. It provides readers with tools of analysis with which to interrogate claims made for the value of literacy, innovations and traditions alike. It also discusses implications for literacy policy, curriculum, teacher education and research.

Literacy. --- Literacy --- Government policy. --- Illiteracy --- Education --- General education --- Education. --- Teachers—Training of. --- Teaching and Teacher Education. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Alfabetització --- Política governamental --- Planificació governamental --- Planificacio política --- Política pública --- Polítiques governamentals --- Polítiques públiques --- Programes governamentals --- Administració pública --- Planificació --- Anàlisi d'impacte (Política governamental) --- Política ambiental --- Política migratòria --- Política --- Campanyes d'alfabetització --- Indicadors educatius --- Analfabetisme funcional --- Alfabetització visual --- Analfabetisme

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Mathematics --- Study and teaching (Early childhood) --- Aritmètica --- Ensenyament de la matemàtica --- Alfabetització --- Lectura (Educació infantil) --- Igualtat d'oportunitats educatives --- Aprenentatge de la matemàtica --- Ensenyament de les matemàtiques --- Ensenyament --- Matemàtica --- Teoria de conjunts --- Càlcul --- Comptabilitat --- Divisió (Aritmètica) --- Fraccions --- Mitjana (Estadística) --- Multiplicació --- Numeració --- Numeració decimal --- Ràtio i proporció --- Sistema mètric --- Substracció --- Suma --- Càlcul mental --- Nombres reals --- Accés a l'educació --- Democratització de l'ensenyament --- Desigualtat d'oportunitats educatives --- Educació igualitària --- Finalitats de l'educació --- Dret a l'educació --- Educació compensatòria --- Desigualtat social --- Escola única --- Aprenentatge de la lectura (Educació infantil) --- Ensenyament de la lectura (Educació infantil) --- Lectura (Ensenyament preescolar) --- Lectura-escriptura --- Lectura --- Abecedaris --- Jocs de lectura --- Campanyes d'alfabetització --- Indicadors educatius --- Analfabetisme funcional --- Alfabetització visual --- Analfabetisme

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Reading instruction is the most legislated area of education and the most frequently referenced metric for measuring educational progress. This book traces the trajectories of policy issues with direct implications for literacy teaching, learning, and research in order to illustrate the dynamic relationships between policy, research, and practice as they relate to perennial issues such as: retention in grade, remediation, intervention, instruction for English learners, early literacy instruction, coaching, and leadership. Using policy documents and peer-reviewed articles published from the 1960s to the present, the editor and authors illustrate how issues were framed, what was at stake, and how policy solutions to persistent questions have been understood over time. In doing so, the book link a generation of scholars with research that illustrates trajectories of development for ideas, strategies, and solutions. Rachael Gabriel is Professor of Literacy Education at the University of Connecticut, USA. She studies the intersections of education policy and classroom practice, prepares literacy specialists and doctoral students, and supports teachers and schools to build systems that create equitable opportunities to develop literacy.

Alfabetització --- Política governamental --- Política educativa --- Educació i Estat --- Política social --- Beques --- Comunitat i escola --- Dret a l'educació --- Administració escolar --- Economia de l'educació --- Escola única --- Legislació educativa --- Política de la joventut --- Planificació governamental --- Planificacio política --- Política pública --- Polítiques governamentals --- Polítiques públiques --- Programes governamentals --- Administració pública --- Planificació --- Anàlisi d'impacte (Política governamental) --- Política ambiental --- Política migratòria --- Política --- Campanyes d'alfabetització --- Indicadors educatius --- Analfabetisme funcional --- Alfabetització visual --- Analfabetisme --- Education and state. --- Literacy --- Government policy. --- Education --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Government policy --- Literacy. --- Language and languages --- Teaching. --- Inclusive education. --- Educational Policy and Politics. --- Language Education. --- Curriculum Studies. --- Didactics and Teaching Methodology. --- Inclusive Education. --- Study and teaching. --- Curricula. --- Inclusion (Education) --- Inclusive learning --- Inclusive schools movement --- Least restrictive environment --- Mainstreaming in education --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training --- Core curriculum --- Courses of study --- Curricula (Courses of study) --- Curriculums (Courses of study) --- Schools --- Study, Courses of --- Language and languages Study and teaching --- Study and teaching --- Language and education --- Language schools --- Illiteracy --- General education --- Curricula