In this report, the authors, members of the Teachers Learning Collaborative, present the results of a three - year collaborative
effort to create an innovative
literacy curriculum framework that would support teachers» dual — and often competing — commitments in
literacy instruction: (a) to make sure that all students have the opportunity to learn
literacy skills and strategies with texts that are at their instructional level, and (b) to make sure that all students have access to, and instruction with, texts that are appropriate to their age level, even
if the students are unable to read such materials without support.
Over its history, the NRCCTE has undertaken three scientifically based studies of curriculum integration models in an
effort to determine
if the integration of CTE courses is feasible and leads to improved student achievement in the core academic areas of math,
literacy, and science.
If it's not obvious, that's «The challenge for the genuine skeptic who can't (or won't) make the
effort to become an expert himself, is to achieve scientific meta -
literacy adequate to distinguish genuine from fake climate expertise».