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008			080220s1997 xxu ||| bt ||| | eng d
037			_aED412547 _bERIC
040			_aericd _beng _cBD-DhUL _dMvI
082			_a370 _bKED
091			_amfm
100	1		_aAllington, Richard L.
245	1	0	_aEducational policy : _bVol. 1 no. 1 /
260			_a[S.l.] : _bDistributed by ERIC Clearinghouse, _c2004.
300			_a29 p.
500			_aSponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. _5ericd
500			_aContract Number: R305A60005. _5ericd
520			_aA study has been examining current directions in state education agency efforts to reform the elementary school language arts curriculum in four large, geographically diverse states with different policy mechanisms--California, New York, Wisconsin, and Texas. To understand policy development and implementation and discern how advocates advance a specific policy agenda, the agenda-setting process for educational policy is being examined using an approach developed by A. M. McGill-Franzen (1993) in her study of early childhood education literacy policies. Advocacy efforts targeted at implementing a more "code-oriented"--or phonics emphasis--curriculum framework have been observed in all of the states, but, to date, such efforts have been more successful in California and Texas than in New York and Wisconsin. The common advocacy tool observed was research supported by the National Institute of Child Health and Human Development (NICH) through the learning disabilities, cognitive, and social development program area. The agency chief and some NICH-supported researchers have been active in providing expert testimony to policy-making bodies and in disseminating their research results to national audiences. Most of their research has been with reading disabled or dyslexic children, and intervention designs have often focused on developing improved phonological awareness, pseudo-word decoding skills, word recognition, and text reading achievement in reading disabled children. How to interpret the research results has been a topic of debate--the question being whether research on more severely disabled readers informs as to the nature of the most appropriate curriculum emphasis in general education settings. The most quoted research document, the "30 years of research..." (Grossen, 1997) version contains seven instructional recommendations for classroom teachers. This analysis focuses on a critique of four of the seven recommendations. (Contains a table, 3 notes, and 38 references.) (NKA)
533			_aMicrofiche. _b[Washington D.C.]: _cERIC Clearinghouse _emicrofiches : positive.
650	1	7	_aAgenda Setting.
700	1		_aWoodside-Jiron, Haley, _eauthor.
710	2		_aNational Research Center on English Learning and Achievement, Albany, NY.
856	4	1	_uhttp://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED412547
942			_2ddc _cBK
984			_aANL _cmc 2253 ED412547 _d77000000414833
999			_c195227 _d195227