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International Handbook of Educational Policy
Literacy in Developed and Developing Countries
other
Author(s):
Armin Triebel
Publication date
(Print):
2005
Publisher:
Springer Netherlands
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Critical Literacy
Most cited references
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Orality and Literacy
WALTER ONG
(1982)
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The Rise of the Western World
Douglass North
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Robert Paul Thomas
(1973)
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The Psychology of Literacy
Sylvia Scribner
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Michael C. Cole
(1981)
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Book Chapter
Pages
: 793-812
DOI:
10.1007/1-4020-3201-3_42
SO-VID:
10051f63-9c11-41d7-b0c2-38b0b54d67c3
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Book chapters
pp. 3
Globalization and Educational Change: New Policy Worlds
pp. 19
Marketization in Education: Looking Back to Move Forward with a Stronger Critique
pp. 53
Multicultural Education in the United States and Canada: The Importance of National Policies
pp. 75
International Comparative Studies of Education and Large-Scale Change
pp. 101
A Changed Policy Environment for US Universities
pp. 115
The Implications of Policy Decisions on Practices in Early Childhood Education
pp. 133
Policy-Practice Connections in State Standards-Based Reform
pp. 153
Informed Consent? Issues in Implementing and Sustaining Government-Driven Educational Change
pp. 173
School District-Wide Reform Policies in Education
pp. 195
Five Key Factors in Supporting Comprehensive School Reform
pp. 219
Knowledge Producers and Policymakers: Kissing Kin or Squabbling Siblings?
pp. 239
Linkages Between Federal, State and Local Levels in Educational Reform
pp. 261
Educational Governance Reforms: The Uncertain Role of Local School Boards in the United States
pp. 281
Accountability Policies and Their Effects
pp. 295
Parent and Community Involvement in Schools: Policy Panacea or Pandemic?
pp. 329
Democratic Values in Bureaucratic Structures: Interrogating the Essential Tensions
pp. 351
Approaches to the Funding of Schools and Their Effects on Capacity
pp. 371
Formulaic Approaches to the Funding of Colleges and Universities
pp. 393
The UK Policy for School Leadership: Uneasy Transitions
pp. 421
Educational Leadership in Policy Contexts That Strive for Equity
pp. 439
Accountable Schools and the Leadership They Need
pp. 457
The Recruitment and Retention of School Leaders: Understanding Administrator Supply and Demand
pp. 473
Teacher Certification Policy: Multiple Treatment Interactions on the Body Politic
pp. 491
Retaining Teachers in High-Poverty Schools: A Policy Framework
pp. 507
The Cultural Context of Teachers’ Work: Policy, Practice and Performance
pp. 527
School Improvement Within a Knowledge Economy: Fostering Professional Learning from a Multidimensional Perspective
pp. 543
Teacher Informal Learning and Teacher Knowledge: Theory, Practice and Policy
pp. 569
No Teacher Left Untested: Historical Perspectives on Teacher Regulation
pp. 579
Teacher Professional Standards: A Policy Strategy to Control, Regulate or Enhance the Teaching Profession?
pp. 593
Triage or Tapestry? Teacher Unions’ Work in an Era of Systemic Reform
pp. 613
Improving Research-Policy Relationships: The Case of Literacy
pp. 629
Literacies in Early Childhood: The Interface of Policy, Research, and Practice
pp. 645
Balanced Elementary Literacy Instruction in the United States: A Personal Perspective
pp. 661
Evidence-Based State Literacy Policy: A Critical Alternative
pp. 677
Literacies in Adolescence: An Analysis of Policies from the United States and Queensland, Australia
pp. 695
Assessing Literacies
pp. 715
Literacies in Families and Communities
pp. 735
Literacies and Media Culture
pp. 749
Technology and Literacies: From Print Literacy to Dialogic Literacy
pp. 763
Adult Literacy Policy: Mind the GAP
pp. 779
Shaping Literacy Policy: From Abstract Ideals to Accountable Practices
pp. 793
Literacy in Developed and Developing Countries
pp. 815
The Changing Nature of Employment and Adult Learning Policies: Unlocking Creative Forces
pp. 829
Current Theories of Workplace Learning: A Critical Assessment
pp. 847
Learning and Work Transition Policies in a Comparative Perspective: Canada and Germany
pp. 865
Disjunctions in the Supply of and Demand for Education in the Labor Force 1930–2003: ‘Trafficking in Gaps’
pp. 885
Running Faster to Stay in the Same Place? The Intended and Unintended Consequences of Government Policy for Workplace Learning in Britain
pp. 903
Improving Gender Equality in Work Organisations by Action Research
pp. 923
Information and Communication Technologies and Workplace Learning: The Contested Terrain of Legislation, Policies, Programs and Practices
pp. 943
Recognition of Learning Through Work
pp. 963
Trade Unions and Changing Practices of Workers’ Education
pp. 977
Expanding Conception of Work and Learning: Recent Research and Policy Implications
pp. 997
Volunteer Work and Learning: Hidden Dimensions of Labour Force Training
pp. 1023
The other Half (or More) of the Story: Unpaid Household and Care Work and Lifelong Learning
pp. 1043
New Forms of Learning and Work Organization in the it Industry: A German Perspective on Informal Learning
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