Research - Additional Readings
Five Common Mistakes in Implementing the Common Core -- and Action Steps to Get Your School on the Right Track (pdf)
Kathryn Au, Taffy Raphael
Describes how to avoid common mistakes in enacting CCSS in your school(s), with practical suggestions for effective professional development. View full article (pdf)
Real Schools, Real Success:
A Roadmap for Change (pdf)
Kathryn Au
Article
based on opening keynote address presented at the 33rd annual conference
of the New Zealand Reading Association, Queenstown, September 2009. Reading Forum 25(1), 2010. View
full article (pdf)
QAR: Enhancing Comprehension and
Test Taking Across the Grades (pdf)
Taffy Raphael & Kathryn Au
Reading Teacher, November 2005, Vol. 59, No. 3, pp. 206-221.
"Promoting
high levels of literacy for all children is a core responsibility for
today's teachers. In this article, we describe the potential of Question
Answer Relationships (QAR) for helping teachers guide all students to
higher levels of literacy. We set this description within the current
instructional and assessment context, with a particular focus on what
it means to teach to high levels of literacy and why it is especially
important to ensure that such instructional activities reach all students." View
full article (pdf)
Using workshop approaches to support the literacy
development of ELLs Kathryn Au & Taffy Raphael.
In Guofang Li & Patricia A. Edwards (Eds.), Best Practices in ELL Instruction (pp.
207-221). New York: The Guilford Press (2010).
This
chapter discusses (1) how workshop approaches can be beneficial to
English language learners (ELLs); (2) Present key concepts of authenticity
underlying workshop approaches; (3) Provide practical classroom examples
of routines from the writers' workshop and readers' workshop. View
full article (Google Books)
Improving
reading achievement in elementary schools: Guiding change in a time
of standards (pdf).
Kathryn Au, Taffy Raphael & Kathleen Mooney.
In S. Wepner & D. Strickland (Eds.), The administration and supervision
of reading programs (4th ed., pp. 71-89). New York: Teachers College Press
(2008).
This
chapter provides a window into how a network of schools in Chicago
and Hawaii have used a systematic approach – the Standards-Based Change
(SBC) Process – to guide teachers to create coherent, sustainable,
high-quality literacy curricula designed to meet the needs of their
diverse learners. Key points addressed in this chapter include: a)
The importance of considering both student achievement and teacher
ownership of a change effort; b) The necessity of building a strong
school infrastructure to support teacher involvement in change efforts
in reading; c) The difference between developing a literacy curriculum
and simply choosing a program (p. 72). View
full article (pdf)
Schoolwide Change
to Improve Literacy Achievement (pdf)
Kathryn Au
Chapter 10 in Multicultural Issues and Literacy Achievement, Erlbaum,
2005, pp. 173-194.
"I
begin the chapter by discussing why whole-school change based on standards
is needed, and why educators should focus on in-depth change for long-lasting
results and avoid the temptations of superficial quick fixes. Four
characteristics of in-depth change are presented. I then discuss the
Standards-Based Change Process (SBCP) as an example of a system with
these four characteristics. The SBCP centers on a nine-step To Do
List, and each of these steps is described. I close this chapter and
the volume with a discussion of the importance of long-lasting change
for schools serving students of diverse backgrounds. " View
full article (pdf)
Negotiating the Slippery
Slope: School Change and Literacy Achievement (pdf)
Kathryn Au
Journal of Literacy Research, 37(3), 267-288, (2005).
"I
believe that we, as literacy researchers, can make valuable contributions
by working alongside educators in schools in what appears to be a
critical point for public education in the United States. My purpose
here is to discuss my experiences with school change in response to
higher standards: how I became involved in this work and the insights
I have gained about working at the school level, scaling up the change
process, levels of implementation, and student results. Those of us
involved with change efforts know that we are negotiating a slippery
slope, a precarious situation in which schools, especially those serving
high numbers of students living in poverty, may be labeled as failures
to be rescued through the privatization of education. " View
full article (pdf)
