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08-01-2024 | Original research

Introduction to the Special Issue: Misalignment, Misinterpretation, and Misappropriation of Literacy Research to Practice and Policy

Authors: Kausalai (Kay) Wijekumar, Shuai Zhang, Debra McKeown

Published in: Technology, Knowledge and Learning | Issue 3/2024

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Abstract

This special issue presents recent research designed to translate research into practice and policy so literacy interventions can make sustainable changes in schools worldwide. Integrating learning theories with a bioecological model of human development, we examine how research is translated for practice in policy, textbooks, and interventions. This compilation includes reports of PreK–Grade 8 interventions for reading, writing, science, and impact of evidence-based interventions for teacher practice-based professional development in reading comprehension. We further examine how professional development facilitates the adoption of reading and writing interventions. Finally, textbooks serve as the conduit for translating research and policy for classroom use and a previous special issue (2021) in this Journal reported on reading textbooks across the world. In this special issue, we update the review of textbooks to include writing and science. Our goal is to promote sustainable change by highlighting implementation challenges in school contexts worldwide.

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Title: Introduction to the Special Issue: Misalignment, Misinterpretation, and Misappropriation of Literacy Research to Practice and Policy
Authors: Kausalai (Kay) Wijekumar
Shuai Zhang
Debra McKeown
Publication date: 08-01-2024
Publisher: Springer Netherlands
Published in: Technology, Knowledge and Learning / Issue 3/2024
Print ISSN: 2211-1662
Electronic ISSN: 2211-1670
DOI: https://doi.org/10.1007/s10758-023-09725-y

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Introduction to the Special Issue: Misalignment, Misinterpretation, and Misappropriation of Literacy Research to Practice and Policy

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Other articles of this Issue 3/2024

The Power of a Human Bridge: Motivating Older Adults to Long-Term Engagement with Touchscreen Devices in a SDT-Based Learning Session

Inferencing in Reading Comprehension: Examining Variations in Definition, Instruction, and Assessment

Co-Creation of Learning Technologies in School–University–Industry Partnerships: An Activity System Perspective

Tracing the Ontological Beliefs of Norwegian Educators Concerning Technology use in Early Childhood Education and Care

Parent and Family Support of Knowledge Acquisition in Reading Comprehension through Podcasts in English and Spanish

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Dont have a licence yet? Then find out more about our products and how to get one now:

Springer Professional "Wirtschaft+Technik"

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The Power of a Human Bridge: Motivating Older Adults to Long-Term Engagement with Touchscreen Devices in a SDT-Based Learning Session

Inferencing in Reading Comprehension: Examining Variations in Definition, Instruction, and Assessment

Co-Creation of Learning Technologies in School–University–Industry Partnerships: An Activity System Perspective

Tracing the Ontological Beliefs of Norwegian Educators Concerning Technology use in Early Childhood Education and Care

Parent and Family Support of Knowledge Acquisition in Reading Comprehension through Podcasts in English and Spanish

Teacher Professional Development and Student Reading Comprehension Outcomes: The Heterogeneity of Responsiveness to Text Structure Instruction in Grade 2