ERIC Number: EJ1229424
Record Type: Journal
Publication Date: 2019-Dec
Pages: 27
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0042-0859
EISSN: N/A
Teaching for "Real": Reconciling Explicit Literacy Instruction with Inclusive Pedagogy in a Fourth-Grade Urban Classroom
Naraian, Srikala
Urban Education, v54 n10 p1581-1607 Dec 2019
Increasing evidence of the re-segregation of students of color within special education suggests that the constructivist-explicit instruction debate may still be relevant for urban educators. While inclusive educators advocate learner-centered constructivist methods for supporting students with disabilities, mainstream special educators equally promote explicit instructional processes. This article describes the literacy instruction of two teachers who drew on both explicit pedagogy and constructivist approaches to student learning. They reconciled these oppositional frameworks through their focus on "real" reading outcomes for their students. I argue that the teachers' deeper commitments rendered their eclectic approach a form of inclusive pedagogy.
Descriptors: Elementary School Teachers, Grade 4, Literacy Education, Reading Instruction, Inclusion, Urban Education, Culturally Relevant Education, Direct Instruction, Constructivism (Learning), Special Education
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A