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Reading For Profit: How the Bottom Line Leaves Kids Behind

reviewed by Kathryn M Hibbert - 2006

coverTitle: Reading For Profit: How the Bottom Line Leaves Kids Behind
Author(s): Bess Altwerger (Ed.)
Publisher: Heinemann, Portsmouth, NH
ISBN: 0325007926, Pages: 260, Year: 2005
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Bess Altwerger has compiled a collection of thought provoking articles in this text in response to the passage of the 2001 U. S. No Child Left Behind legislation. The articles examine the social and historical contexts that have contributed to changes in reading instruction that many teachers and researchers consider alarming. The degree of alarm and concern is evident in the use of extremist language woven throughout the text. For example, Altwerger’s passionate introduction to the text describes the changes in reading education as "cataclysmic," witnessed by educators with "both shock and awe," leaving many “in near paralysis as our school systems continue to loot our reading programs and curricula by order of state and federal law and then punish and demean us when their own mandates don’t meet their expectations for success” (p. 2). Steven Srauss’ contribution "Operation No Child Left Behind" draws significantly on this metaphor, with subheadings... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record Volume 108 Number 5, 2006, p. 806-810
https://www.tcrecord.org ID Number: 12187, Date Accessed: 6/23/2021 11:20:58 AM

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About the Author
  • Kathryn Hibbert
    University of Western Ontario
    E-mail Author
    KATHRYN M HIBBERT, Ph.D. After teaching for 16 years, Kathy completed a doctoral dissertation Examining "Enunciative Space" in an Online Community of Practice. The study looked at how practicing teachers in a virtual Reading course understood that both their literacy practices, and subsequently their teaching lives, through online dialogue in a supportive community of professional practice. Her research interests include language and literacy, teaching and learning in the virtual world, teacher professional development in a culture of standards and efficiency, and the power of online dialogue for developing a scholarship of teaching. She has presented at both national and international conferences, with recent publications in The Reading Teacher, The Journal for Adult and Adolescent Literacy, The International Handbook of Virtual Learning Environments, as well as conference proceedings of IADIS: The International Conference e-Society (Avila, Spain) and the 20th Annual Conference on Distance Teaching and Learning (Madison, Wisconsin). She recently participated as a guest researcher in Etienne Wenger’s online forum, CPSquare. Currently, Kathy is the Distance Education Coordinator at the Faculty of Education, University of Western Ontario and teaches at the PreService and Graduate levels.
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