Getting at the Core of Literacy Improvement: A Case Study of an Urban Secondary School

Autor/in	Francois, Chantal
Titel	Getting at the Core of Literacy Improvement: A Case Study of an Urban Secondary School
Quelle	In: Education and Urban Society, 46 (2014) 5, S.580-605 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124512458116
Schlagwörter	Urban Schools; Literacy Education; Educational Improvement; Academic Achievement; Educational Trends; Instructional Leadership; Reading Achievement; Correlation; Educational Change; Secondary School Students; Accountability; Educational Practices; Teacher Responsibility; Interviews; Grounded Theory; New York + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Teaching improvement; Unterrichtsentwicklung; Schulleistung; Bildungsentwicklung; Instruction; Leadership; Bildung; Erziehung; Führung; Leseleistung; Korrelation; Bildungsreform; Sekundarschüler; Verantwortung; Bildungspraxis; Lehrverpflichtung; Interviewing; Interviewtechnik
Abstract	Although national trends of urban adolescent reading underachievement suggest that schools are unable to adequately support this population's reading development, some studies have demonstrated that urban schools can operate to raise student achievement, thereby disrupting national trends. In this study, the author investigates one such school that capitalized on instructional leadership, time and space, and teacher agency to both raise teacher capacity and youths' reading achievement. It appears that an interrelationship among these features were critical in creating change at the school. Findings from this study hold important implications for future investigations on literacy instruction in urban schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10