An Investigation of the Efficacy of One Urban Literacy Academy: Enhancing Teacher Capacity through Professional Development

Autor/inn/en	Perkins, J. Helen; Cooter, Kathleen
Titel	An Investigation of the Efficacy of One Urban Literacy Academy: Enhancing Teacher Capacity through Professional Development
Quelle	In: Reading Horizons, 52 (2013) 2, S.181-209, Artikel 6 (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0502
Schlagwörter	Urban Education; Literacy; Literacy Education; Professional Development; Academic Achievement; School Districts; Urban Schools; Partnerships in Education; Teaching Methods; Higher Education; Educational Indicators; Federal Programs; Reading Instruction; Language Arts; Graduate Study; Teacher Effectiveness; Mixed Methods Research; Coaching (Performance); Special Needs Students; Family Involvement; Phonics; Phonemic Awareness; Achievement Tests; Public Schools; Standardized Tests; Reading Ability; Reading Programs; Interviews; Focus Groups; Observation; Teacher Surveys; Tennessee + Suchen Sie Ihr Suchwort? Stadtteilbezogenes Lernen; Alphabetisierung; Schreib- und Lesefähigkeit; Schulleistung; School district; Schulbezirk; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Hochschulpartnerschaft; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Educational indicato; Bildungsindikator; Leseunterricht; Sprachkultur; Aufbaustudium; Graduiertenstudium; Hauptstudium; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Sonderpädagogischer Förderbedarf; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Public school; Öffentliche Schule; Standadised tests; Standardisierter Test; Reading competence; Lesekompetenz; Interviewing; Interviewtechnik; Beobachtung
Abstract	In order to systemically improve student achievement in elementary literacy, a large urban school district partnered with a local university to develop a model for high-quality professional development that hopefully would result in long-term changes in teachers' literacy instructional/practices. Schools were selected based on their Adequate Yearly Progress (AYP) in reading/language arts' status. The resulting literacy academy provided approximately 150 hours of professional development over time through two semesters of graduate level course work; 60 hours of it job-embedded. The Literacy Academy was based on a capacity-building model to build teacher knowledge and expertise in reading instruction, specifically in the areas of classroom assessment and use of student data to inform instruction; effective teaching methods in such areas as phonics, phonemic awareness, comprehension, fluency, vocabulary development, and writing; adapting instruction for students having special needs; and family involvement techniques. Weekly literacy coaching supported the translation of the new learning into practice. A mixed method design was used in this study and the results of this work are presented. (As Provided).
Anmerkungen	Western Michigan University, College of Education. 1903 West Michigan Avenue, Kalamazoo, MI 49008. Tel: 269-387-3498; Fax: 269-387-6272; Web site: http://scholarworks.wmich.edu/reading_horizons/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01