No Quick Fix Rethinking Literacy Programs in America's Elementary Schools

ISBN-10: 0807748447

ISBN-13: 9780807748442

Edition: 2007

Authors: Richard L. Allington, Sean A. Walmsley

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Over a decade ago, this classic text introduced the framework for the current response to intervention initiative. Now that federal education policy has caught up with the research and reform models presented here, this special reissue of No Quick Fix is of critical importance to today's teachers, principals, administrators, policymakers, and everyone interested in creating schools where all students learn to read. This groundbreaking resource outlines the key factors essential for effective reform of early literacy programs.
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Book details

List price: $26.95
Copyright year: 2007
Publisher: Teachers College Press, Teachers College, Columbia University
Binding: Paperback
Pages: 288
Size: 6.25" wide x 9.00" long x 1.00" tall
Weight: 1.100
Language: English

Sean Walmsley is a Professor in the Reading Department at the State University of New York at Albany. He has taught in the United Kingdom and in the US in both elementary and secondary schools. For the past 15 years, he has been working closely with a small number of school districts helping teachers rethink their K-8 language arts programs. Sean received his B.A. and M.A. in History at Trinity College, Dublin University (Ireland), and his Ed.D. in Reading at Harvard University. For the past four years, Sean has been researching the teaching and learning of literature in elementary and middle schools, funded through a federal grant to the National Center for the Teaching and Learning of Literature at SUNY-Albany.

Introduction: Literacy Lessons in the Elementary Schools: Yesterday, Today, and Tomorrow
A Framework for Change
Redefining and Reforming Instructional Support Programs for At-Risk Students
Flunking: Throwing Good Money After Bad
Estimating Cost-Effectiveness and Educational Outcomes: Retention, Remediation, Special Education, and Early Intervention
Portfolios in the Classroom: What Happens When Teachers and Students Negotiate Assessment?
Case Studies of School Change
Literacy Partnerships for Change with "At-Risk" Kindergartners
Reducing Retention and Learning Disability Placement Through Reading Recovery: An Educationally Sound, Cost-Effective Choice
Eliminating Ability Grouping and Reducing Failure in the Primary Grades
First Grade Teachers Provide Early Reading Intervention in the Classroom
Scoring Well on Tests or Becoming Genuinely Literate: Rethinking Remediation in a Small Rural School
Improving Early Literacy: Vermont Stories of Educational Change from the Bottom Up and the Top Down
Change in Urban Schools with High Concentrations of Low-Income Children: Chapter I Schoolwide Projects
The Implementation of the Accelerated School Model in an Urban Elementary School
Afterword: No Quick Fix: Where Do We Go from Here?
About the Contributors
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