Raising Literacy Levels with Collaborative On-Site Professional Development in an Urban Disadvantaged School

Autor/inn/en	Kennedy, Eithne; Shiel, Gerry
Titel	Raising Literacy Levels with Collaborative On-Site Professional Development in an Urban Disadvantaged School
Quelle	In: Reading Teacher, 63 (2010) 5, S.372-383 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1598/RT.63.5.3
Schlagwörter	Urban Schools; Disadvantaged Schools; Self Efficacy; Literacy; Grade 1; Grade 2; Teachers; Professional Development; Academic Achievement; Intervention; Reading; Writing (Composition); Spelling; Foreign Countries; Elementary Education; Ireland + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Self-efficacy; Selbstwirksamkeit; Alphabetisierung; Schreib- und Lesefähigkeit; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Lehrer; Lehrerin; Lehrende; Schulleistung; Leseprozess; Lesen; Schreibübung; Schreibweise; Ausland; Elementarunterricht; Irland
Abstract	Professional development is now recognized as a key driver in enhancing teacher expertise and improving student achievement. A multifaceted, collaborative professional-development intervention designed to equip teachers with a range of strategies, tools, and methodologies and raise literacy standards was implemented over two years (grades 1-2) in a severely disadvantaged urban school. Teachers were successful in raising achievement, but just as importantly, they developed their classrooms into highly motivating, engaging, and literate communities. By the end of the study, the children made greater-than-expected progress in reading, writing, and spelling. Both special-needs and classroom teachers showed higher expectations for their students' literacy development, greater instructional self-efficacy, and deeper knowledge about how to implement a research-based, balanced literacy framework while also responding to the needs of individual students and small groups. (Contains 3 tables and 2 figures.) (As Provided).
Anmerkungen	International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10