A Professional Learning Community to Improve Literacy at a Minority Urban High School

Autor/in	McCallum, Salimah A.
Titel	A Professional Learning Community to Improve Literacy at a Minority Urban High School
Quelle	(2012), (196 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2677-2319-2
Schlagwörter	Hochschulschrift; Dissertation; Communities of Practice; Literacy; Minority Group Students; Urban Schools; High School Students; Educational Legislation; Federal Legislation; African American Students; Hispanic American Students; Social Cognition; Qualitative Research; Cooperation; Faculty Development; Individualized Instruction; Teaching Methods; Questionnaires; Interviews; Observation; Self Efficacy; Instructional Improvement; Culturally Relevant Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Community; Alphabetisierung; Schreib- und Lesefähigkeit; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Bildungsrecht; Schulgesetz; Bundesrecht; African Americans; Afroamerikaner; Hispanic; Hispanic Americans; Hispanoamerikaner; Soziale Kognition; Qualitative Forschung; Co-operation; Kooperation; Individualisierender Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Interviewing; Interviewtechnik; Beobachtung; Self-efficacy; Selbstwirksamkeit; Unterrichtsqualität
Abstract	Despite No Child Left Behind legislation, there has been little significant progress in literacy for African American and Hispanic high school students. This issue reflects a failing school system and an urgent need for educational reform in the United States. Using social cognitive theory as the conceptual framework, this qualitative study captured the experiences of teachers as they participated in a professional learning community (PLC) to improve literacy. The research question for the study involved understanding how the collaborative professional development process enables and supports teacher efficacy in the design, development, and implementation of differentiated instructional strategies and models aimed at improving literacy for African American and Hispanic high school students. The data were generated from questionnaires, interviews, participant observation, objective observation, and artifacts. Data analysis included within case and cross case analysis procedures that enabled categorization of data to identify patterns and themes. The data were used to construct a narrative account of the professional learning community's activities over a period of 14 weeks. Results indicated that teacher efficacy beliefs and instruction improve when teachers engage in collaborative professional development. A recommendation is that high school teachers receive hands-on training in literacy instruction and culturally responsive teaching within a PLC setting. A professional development project was designed to aide teachers in the establishment of a PLC. This project may promote positive social change by engaging teachers in collaborative professional development through participation in a PLC aimed at improving literacy instruction for African American and Hispanic high school students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10