What accounts for variation in how policy penetrates schools and classrooms to change reading instruction and improve educational outcomes in underserved communities?
- Why are schools resistant to change?
- What accounts for the stability and change in schooling and instruction and educational outcomes for poor and minority children/youth? What's happening in urban schools, and why?
- How are teachers affected by waves of instructional reform?
- How are classrooms affected by policies governing the content and pedagogy of reading instruction?
- How does reading research deal with policy and its implementation? How does reading research treat schools as organizations, teachers as workers, and the institutional elements of schooling?
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