Paradigm Shifts That Nurture Improved Middle School Reading Instruction

Autor/in	Podsiadlik, Edward
Titel	Paradigm Shifts That Nurture Improved Middle School Reading Instruction
Quelle	In: Forum on Public Policy Online, 2007 (2007) 3, (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-9809
Schlagwörter	Reading Instruction; Teaching Methods; Urban Schools; At Risk Students; Poverty; English Language Learners; Educational Innovation; Faculty Development; Accountability; Coaching (Performance); Change Strategies; Middle School Teachers; Instructional Leadership; Reading Programs; Reading Materials; Figurative Language; Critical Thinking; Illinois + Suchen Sie Ihr Suchwort? Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Armut; Instructional innovation; Bildungsinnovation; Verantwortung; Lösungsstrategie; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Instruction; Leadership; Bildung; Erziehung; Führung; Kritisches Denken
Abstract	In order to achieve middle school literacy success over time in an urban school district with a high poverty rate and a growing population of English language learners (ELLs), the Chicago Public School (CPS) System has adopted a pedagogical strategy that relies on instruction that is data-driven (formative and summative), standards-based (utilizing state board of education standards and performance descriptors), and classics-rich. This presentation elaborates on these three components as they have evolved over the past five years resulting in system-wide literacy improvement. Major elements of this literacy reform include: innovative systems of instruction, professional development modules, systems of accountability, and the implementation of a comprehensive coaching network. The implications of this major literacy reform movement have impacted teachers and their individual classrooms, principals and their learning communities, and regional instruction officers and their comprehensive network of schools. In this way, the entire middle school network of teaching and learning in Chicago Public Schools has experienced steady growth over time. Consequently, as this literacy movement enters its sixth year, a paradigm shift is taking place in which "instructional" leadership is becoming the priority. In this way, the commitment to sustain middle school reading improvement and innovation is growing within a meaningful structure rooted in research, accountability, and high standards. (As Provided).
Anmerkungen	Oxford Round Table. 406 West Florida Avenue, Urbana, IL 61801. Tel: 217-344-0237; Fax: 217-344-6963; e-mail: editor@forumonpublicpolicy.com; Web site: http://www.forumonpublicpolicy.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01