Kathryn H Au
Datos Biográficos
| ID | 1605692 |
|---|---|
| NOMBRE | Kathryn H Au |
| NOMBRES | Kathryn H |
| APELLIDO | Au |
| FIRMA | AU K H |
| AFILIACIONES | University of Hawaiʻi at Mānoa |
| VERIFICADO | No |
| TOTAL DE OBRAS | 9 |
| TOTAL DE CITAS | 20 |
| TOTAL COMO AUTOR | 9 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1995 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2021 |
| ÍNDICE H | 3 |
What Matters
We propose centering discussions of the science of reading around five values to increase the likelihood of bringing all students to high levels of literacy. These values are (1) collective responsibility, (2) equity through higher order thinking, (3) a rigorous system, (4) accountability with transparency, and (5) stability and sustainability
Reading Comprehension and Diversity in Historical Perspective
If we think of education is an act of knowing, then reading has to do with knowing. The act of reading cannot be explained as merely reading words since every act of reading words implies a previous reading of the world and a subsequent re-reading of the world. There is a permanent movement back and forth between “reading” reality and reading words-the spoken word too is our reading of the world. We can go further, however, and say that reading t…
Helping High Schools Meet Higher Standards
Educational policy in the U.S. currently centers on college and career readiness, with the spotlight is on high schools to meet higher expectations for students’ literacy achievement. Ever‐rising expectations are consistent with the U.S. standards movement, now in its third iteration. As funding for school improvement becomes increasingly scarce, high schools must try to do more with less. A focused, disciplined approach to literacy improvement i…
Reflections on Making the Progressive Vision a Reality
Au comments on Elizabeth Dutro and Kathleen Collins's fascinating and broad-ranging review of perspectives and findings in elementary literacy research, based on an examination of roughly 7,700 titles published in NCTE journals
Cultural Identity and Learning to Teach in a Diverse Community
Teacher educators face the challenge not only of recruiting candidates of diverse backgrounds but of preparing these candidates to be effective teachers. This study looks at the influence of cultural identity (ethnicity, social class, and community membership) on the learning of three preservice teachers. One of the preservice teachers was a Japanese American, an outsider to the low-income Hawaiian community served by the teacher education progra…
Communities of Practice
My career-long interest as a researcher has been in school literacy learning of students of diverse cultural and linguistic backgrounds, particularly students of Native Hawaiian ancestry. The question I have been addressing recently, which drew me to research on teacher education, is how to develop a system that nurtures successful teachers of literacy in diverse, low-income communities. I consider my work a form of participatory action research,…
Equity and Literacy in the Next Millennium
S Equity and literacy in the next millennium Considerable evidence documents the existence of a gap between the literacy achievement of students of diverse backgrounds and their mainstream peers. Given the increasing diversity of the population of students in classrooms in the U.S. and around the world, the task of addressing the literacy achievement gap will become even more urgent in the new millennium. The challenges posed by the gap are consi…
Discretion in the Translation of Research to Policy
Today, when information spreads like wild fire through the media and across the Web, we argue that the standards for reporting and interpreting educational research should be raised. The need for a higher standard is urgent in fields such as beginning reading, in which public interest is intense, because findings can quickly become distorted or misinterpreted and enshrined through misinformed policy decisions. Researchers investigating beginning …
The Role of Teachers’ Guided Reflection in Effecting Positive Program Change
Significant program change depends upon teachers' support, development and commitment. This article focuses on the evolution of support and teacher development in the Kamehameha and Rough Rock projects. Ongoing teacher development featured regular classroom observation and feedback with mentors and peers, and self-reflection through videotaping and journal writing. Factors affecting program change included a variety of administrative-level pressu…
Cultural Identity and Learning to Teach in a Diverse Community
Teacher educators face the challenge not only of recruiting candidates of diverse backgrounds but of preparing these candidates to be effective teachers. This study looks at the influence of cultural identity (ethnicity, social class, and community membership) on the learning of three preservice teachers. One of the preservice teachers was a Japanese American, an outsider to the low-income Hawaiian community served by the teacher education progra…
Equity and Literacy in the Next Millennium
S Equity and literacy in the next millennium Considerable evidence documents the existence of a gap between the literacy achievement of students of diverse backgrounds and their mainstream peers. Given the increasing diversity of the population of students in classrooms in the U.S. and around the world, the task of addressing the literacy achievement gap will become even more urgent in the new millennium. The challenges posed by the gap are consi…
Discretion in the Translation of Research to Policy
Today, when information spreads like wild fire through the media and across the Web, we argue that the standards for reporting and interpreting educational research should be raised. The need for a higher standard is urgent in fields such as beginning reading, in which public interest is intense, because findings can quickly become distorted or misinterpreted and enshrined through misinformed policy decisions. Researchers investigating beginning …
Communities of Practice
My career-long interest as a researcher has been in school literacy learning of students of diverse cultural and linguistic backgrounds, particularly students of Native Hawaiian ancestry. The question I have been addressing recently, which drew me to research on teacher education, is how to develop a system that nurtures successful teachers of literacy in diverse, low-income communities. I consider my work a form of participatory action research,…
The Role of Teachers’ Guided Reflection in Effecting Positive Program Change
Significant program change depends upon teachers' support, development and commitment. This article focuses on the evolution of support and teacher development in the Kamehameha and Rough Rock projects. Ongoing teacher development featured regular classroom observation and feedback with mentors and peers, and self-reflection through videotaping and journal writing. Factors affecting program change included a variety of administrative-level pressu…
Equity and Literacy in the Next Millennium
S Equity and literacy in the next millennium Considerable evidence documents the existence of a gap between the literacy achievement of students of diverse backgrounds and their mainstream peers. Given the increasing diversity of the population of students in classrooms in the U.S. and around the world, the task of addressing the literacy achievement gap will become even more urgent in the new millennium. The challenges posed by the gap are consi…
Discretion in the Translation of Research to Policy
Today, when information spreads like wild fire through the media and across the Web, we argue that the standards for reporting and interpreting educational research should be raised. The need for a higher standard is urgent in fields such as beginning reading, in which public interest is intense, because findings can quickly become distorted or misinterpreted and enshrined through misinformed policy decisions. Researchers investigating beginning …
Communities of Practice
My career-long interest as a researcher has been in school literacy learning of students of diverse cultural and linguistic backgrounds, particularly students of Native Hawaiian ancestry. The question I have been addressing recently, which drew me to research on teacher education, is how to develop a system that nurtures successful teachers of literacy in diverse, low-income communities. I consider my work a form of participatory action research,…
Cultural Identity and Learning to Teach in a Diverse Community
Teacher educators face the challenge not only of recruiting candidates of diverse backgrounds but of preparing these candidates to be effective teachers. This study looks at the influence of cultural identity (ethnicity, social class, and community membership) on the learning of three preservice teachers. One of the preservice teachers was a Japanese American, an outsider to the low-income Hawaiian community served by the teacher education progra…
Reflections on Making the Progressive Vision a Reality
Au comments on Elizabeth Dutro and Kathleen Collins's fascinating and broad-ranging review of perspectives and findings in elementary literacy research, based on an examination of roughly 7,700 titles published in NCTE journals
Helping High Schools Meet Higher Standards
Educational policy in the U.S. currently centers on college and career readiness, with the spotlight is on high schools to meet higher expectations for students’ literacy achievement. Ever‐rising expectations are consistent with the U.S. standards movement, now in its third iteration. As funding for school improvement becomes increasingly scarce, high schools must try to do more with less. A focused, disciplined approach to literacy improvement i…
Reading Comprehension and Diversity in Historical Perspective
If we think of education is an act of knowing, then reading has to do with knowing. The act of reading cannot be explained as merely reading words since every act of reading words implies a previous reading of the world and a subsequent re-reading of the world. There is a permanent movement back and forth between “reading” reality and reading words-the spoken word too is our reading of the world. We can go further, however, and say that reading t…
What Matters
We propose centering discussions of the science of reading around five values to increase the likelihood of bringing all students to high levels of literacy. These values are (1) collective responsibility, (2) equity through higher order thinking, (3) a rigorous system, (4) accountability with transparency, and (5) stability and sustainability
Pedagogy (9 obras) · Psychology (9 obras) · Sociology (9 obras) · Literacy (7 obras) · Mathematics education (7 obras) · Political science (4 obras) · Reading and Literacy Development (3 obras) · Teacher Education and Leadership Studies (3 obras) · Anthropology (2 obras) · Education and Technology Integration (2 obras)