References

Spear, L. C., & Sternberg, R. J. (1987). Teaching styles: Staff development for teaching thinking. Journal of Staff Development, 8(3), 35-39.

Raphael, T. E., & Hiebert, E. H. (1996). Creating an Integrated Approach to Literacy Instruction. Orlando: Harcourt Brace & Co.

O'Brien, D. G., Stewart, R. A., & Moje, E. B. (1995). Why content literacy is difficult to infuse into the secondary school: Complexities of curriculum, pedagogy, and school culture. Reading Research Quarterly, 30(3), 442-463.

Mosenthal, P. B. (1995). Why there are no dialogues among the divided: The problem of solipsistic agendas in literacy research. Reading Research Quarterly, 30(3), 574-77.

National Institute for Literacy, http://novel.nifl.gov

Myers, J. (1992). The social contexts of school and personal literacy. Reading Research Quarterly, 27, 296-332.

Kamil, M. L. (1995). Some alternatives to Paradigm Wars in Literacy Research. Journal of Reading Behavior, 27(2), 243-61.

Stiggins, R. J. (1995). Assessment Literacy for the 21st Century. Phi Delta Kappan, 77(3), 238-45.

Miller, S. D., Adkins, T., & Hooper, M. L. (1995). Why Teachers Select Specific Literacy Assignments and Student's Reactions To Them. Journal of Reading Behavior, 25(1), 69-95.

Gutierrez, K. D. (1995). Unpackaging Academic Discourse. Discourse Processes, 19(1), 21-37.

Crouse, J. & Trusheim, D. (1988). The Case Against the SAT. Chicago: The University of Chicago Press.

Sanders, W. L., & Horn, S. P. (1995). Educational Assessment Reassessed: The Usefulness of Standardized and Alernative Measures of Student Achievement as Indicators for the Assessment of Educational Outcomes. Education Policy Analysis Archives, 3(6), 1-15. (http://olam.ed.asu.edu/epaa)

Covaleskie, J. F. (1994). The Educational System and Resistance to Reform: The Limits of Policy. Education Policy Analysis Archives, 2(4), 1-10. (http://olam.ed.asu.edu/epaa)