McGraw Hill Education

Research & Practice, Our Take

  • Response to NCTQ's 2014 Teacher Education Report


    by Peter Afflerbach, Annemarie Sullivan Palinscar, Virginia Goatley, and P. David Pearson
    June 25, 2014

    The National Council on Teacher Quality (NCTQ) issued its second review of teacher preparation programs June 17. We see little in the 2014 report to change our stance from last year regarding their efforts to assess the quality of teacher education for literacy instruction.

  • Underreacting to Struggling English Language Learners: The Problem With Delaying Intervention in the Early Years

    Nonie Lesaux Joan G. Kelley by Nonie Lesaux and Joan G. Kelley
    Harvard Graduate School of Education
    June 4, 2014

    We make a mistake when we spend much time wrestling with whether to remediate or not, or when we decide that reading will come along when English language proficiency does.

  • Priorities for Literacy Policy and Practice: Insights from the IRA Literacy Research Panel

    Peter Johnston Nell Duke by Peter Johnston, University at Albany, SUNY
    and Nell Duke, University of Michigan
    May 28, 2014

    This article includes questions, answers, and additional resources from the IRA 2014 conference session with nine members of the International Reading Association Literacy Research Panel.

  • Literacy Research at the IRA 59th Annual Conference

    Nell DukeP. David Pearsonby Nell Duke, University of Michigan
    and P. David Pearson, University of California, Berkeley
    May 6, 2014

    Each day of the Conference includes sessions specifically focused on literacy research, and a review of the Conference program reveals many additional sessions with a strong research base.

  • Grammar and Comprehension: Scaffolding Student Interpretation of Complex Sentences

    Timothy Shanahan by Timothy Shanahan
    University of Illinois at Chicago
    January 15, 2014

    I recently received this question from a fourth grade special education teacher in New York City: “I was wondering what your opinion/research shows as far as the relationship between grammar instruction and reading comprehension. Do you have any preference as far as grammar programs/teaching methodologies go?”

  • Common Core and the Defenders of the Status Quo

    Timothy Shanahan by Timothy Shanahan
    University of Illinois at Chicago
    July 10, 2013

    The Common Core State Standards (CCSS) is the biggest curriculum reform of my lifetime. My own assessment of the standards is that they represent a big improvement over past standards, though there are niggling problems—the kinds of things that one can easily critique but which would likely make little or no difference in kids’ learning if “improved.” Nevertheless, the CCSS is now under fire by “grass roots” conservatives or “right wing fringe” groups (which description to use depends on your political perspective).
  • Response to the NCTQ Teacher Education Report

    P. David Pearson Virginia Goatley by P. David Pearson, University of California, Berkeley
    and Virginia Goatley, University of Albany
    July 2, 2013

    The June 17 release of the National Council for Teacher Quality report on the state of teacher education in the United States, dubbed Teacher Prep Review, has prompted numerous responses from the educational research and policy community. Most of the responses focus on the numerous flaws in the methodology used to collect and analyze evidence about the quality of the more than 1100 teacher education programs the NCTQ tried to evaluate (AACTE, 2013; NCTE, 2013; Darling-Hammond, 2013).
  • Cold Versus Warm Close Reading: Stamina and the Accumulation of Misdirection

    Catherine E. Snow by Catherine E. Snow
    Harvard Graduate School of Education
    June 6, 2013

    Over the last 18 months I have had the chance to review a couple dozen proposed curricular units, developed by district teams or other groups, and designed to prepare students to meet the Common Core State Standards (or, more specifically, to pass the assessments aligned with the Common Core). I have been simultaneously impressed by the quality of the tasks assigned to students in those units, and dismayed by the lack of attention to providing any justification to the students for why they should undertake such difficult tasks.
  • Given the extent of literacy research, why do we still lack a satisfying 'set policy' or 'shaped classroom practice'?

    Peter Freebody by Peter Freebody
    The University of Sydney
    April 25, 2013

    We ask: 'How can different types of research can be useful in guiding us in setting policy and shaping classroom practice?' But there is a prior question: 'Why, after so much research on literacy education, do we feel that we have not 'set policy' or 'shaped classroom practice' to our satisfaction?' Why is there a sense of disappointment on this count among researchers, policy-makers, and teachers?
  • Attaining the CCSS is Impossible—Without Engagement

    John Guthrie by John Guthrie
    University of Maryland
    April 15, 2013

    The common core state standards (CCSS) are bringing a sea change in reading and writing. Designers of the new standards, educational administrators, and teachers all say the CCSS will require new reading skills. Calling for more complex text, the standards immediately raise the difficulty of the materials in the classroom. Beyond the texts, the standards call for reading as reasoning. Merely recognizing words, or being fluent at reading aloud, is not enough. Students need to think deeply to answer high level questions.
CrayolaDover PublicationsEast Stroudsburg UniversityInside InformationJoin IRA Today!