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Practices, Politics and Policies Since 1900
出版Pearson Education New Zealand, 2000
ISBN05825426189780582542617
URLhttp://books.google.com.hk/books?id=UrqeAAAAMAAJ&hl=&source=gbs_api
註釋This book examines the historical and political debates which have surrounded the teaching of reading and shaped current classroom practice in New Zealand. These debates, and the contexts which forged them, are of interest to all teachers, parents and readers. The first section covers the historical and political background to literacy in New Zealand from 1900 to 1970, and beyond when literacy became a scientifically validated skill. This section also examines the ensuing absence of Maori language teaching and the rise and fall of phonics during this period. The second section examines the current practices and policies arising from these historical contexts. Chapter topics include issues surrounding the production of Maori text, the development of reading materials for schools, whole language versus phonics, the implementation of the new English syllabus, debates over the teaching of grammar, and the convening of the New Zealand Literacy Taskforce. Contents: Section 1: An historical perspective Chapter 1: Literacy for the cultured individual: 1900-1930 (Janet Soler) Chapter 2: Changing ideals in literacy: 1930-1940 (Janet Soler) Chapter 3: The rise of skills-based approaches to reading: 1940-1960 (Janet Soler) Chapter 4: Maori literacy and curriculum politics: 1920-1960 (Janet Soler) Chapter 5: The changing face of phonics: 1920s-1970s (Roger Openshaw) Section 2: Contemporary issues Chapter 6: Issues in the production of written Maori text (Margie Hohepa) Chapter 7: Development of contemporary reading materials (John Smith) Chapter 8: Whole language versus phonics (Tom Nicholson) Chapter 9: Implementing the new English syllabus (Judith McFarlane) Chapter 10: Grammar debates and the current English curriculum (Sharon Young) Chapter 11: The Literacy Taskforce in context (John Smith) Chapter 12: Past, present and future (Janet Soler and John Smith).