Reading Comprehension Research and Testing in the U.S.
Reading Comprehension Research and Testing in the U.S.

Author: Arlette Ingram Willis

Publisher: Routledge

Published: 2012-09-10

Total Pages: 397

ISBN-13: 1135610347

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This book challenges traditional, sanctioned, and official histories of reading comprehension by examining how ideological and cultural hegemony work to reproduce dominant ideologies through education in general and reading comprehension research and testing specifically. Willis analyzes the ideological and cultural foundations that underpin concepts, theories, research, tests, and interpretations, and connects these to the broader social and political contexts within U.S. history in which reading comprehension research and testing have evolved. The reconstruction of a history of reading comprehension research and testing in this way demystifies past and current assumptions about the interconnections among researchers, reading comprehension research, and standardized reading comprehension tests. A promising vision of the future of reading comprehension research and testing emerges–one that is more complex, multidimensional, inclusive, and socially just. Reading Comprehension Research and Testing in the U.S. aims to revolutionize how reading comprehension is conceived, theorized, tested, and interpreted for all children. This is a critically relevant volume for educational researchers, teacher educators, school administrators, teachers, policy makers, and all those concerned with school literacy and educational equity.

Fighting for the Good Cause
Fighting for the Good Cause

Author: Gerald Sweeney

Publisher: American Philosophical Society

Published: 2001

Total Pages: 158

ISBN-13: 9780871699121

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Sir Francis Galton was an influential mentor for the educational psychologists who supplied crucial doctrine to American eugenics from 1903 to 1930. Yet the nature of his influence has never been specified. The psychologists' own claim as to the Galton's contribution -- that he provided sufficient justification for their absolutist hereditarianism -- was clearly disingenuous. Rather, he appears to have functioned as a model for these figures, who were informed by their perceptions of Galton's ulterior purposes in constructing eugenics as he did. Any of various features in the 45-year-long course of that development could have encouraged these particular legatees to appreciate both Galton and his product as surreptitious stanchers of democracy.