Data-Driven Professional Development: The Professional Development Plan for a Reading Excellence Act School

Autor/inn/en	Hayes, Latisha L.; Robnolt, Valerie J.
Titel	Data-Driven Professional Development: The Professional Development Plan for a Reading Excellence Act School
Quelle	In: Reading Research and Instruction, 46 (2007) 2, S.95-119 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0886-0246
Schlagwörter	Professional Development; Elementary School Teachers; Grants; Reading Fluency; Reading Comprehension; Federal Government; Financial Support; Educational Objectives; Educational Needs; Data Analysis; Elementary School Students; Kindergarten; Grade 1; Grade 2; Grade 3; Grade 4; Academic Achievement; Text Structure; Spelling; Reading Instruction; Word Study Skills + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Grant; Finanzielle Beihilfe; Leseverstehen; Bundesregierung; Finanzielle Förderung; Educational objective; Bildungsziel; Erziehungsziel; Educational need; Bildungsbedarf; Auswertung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Schulleistung; Textstruktur; Schreibweise; Leseunterricht; Wortschatzanalyse
Abstract	The purpose of this article is to describe the professional development plan for an elementary school receiving federal funding through the Reading Excellence Act (REA). The Reading Excellence Act provided the school with a two-year plan for literacy improvement. During the first year of the grant, assessment-driven instruction and flexible grouping for instruction were the focus of professional development. This article focuses on the professional development of the second year of the grant during which school-based data provided the REA grant coordinator with instructional needs of the staff, and disaggregated data provided specific needs for each grade level. Based upon the analysis of student achievement data, professional development for kindergarten and first grade teachers focused on training in word study to improve phonics and spelling achievement. Professional development for second through fourth grade teachers focused on fluency instruction and comprehension instruction, including narrative and expository text structure. (Contains 1 table.) (Author).
Anmerkungen	College Reading Association. Brigham Young University, Department of Teacher Education, 215 McKay Building, P.O. Box 25099, Provo, UT 84602. Web site: http://www.collegereadingassociation.org/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10