Common Goal Unites District: Leaders and Teachers Build Literacy and a Collective Responsibility for Student Learning

Autor/inn/en	Michelson, Joanna; Bailey, James A.
Titel	Common Goal Unites District: Leaders and Teachers Build Literacy and a Collective Responsibility for Student Learning
Quelle	In: Journal of Staff Development, 37 (2016) 2, S.24-27 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0276-928X
Schlagwörter	School Districts; Partnerships in Education; Teacher Collaboration; Educational Practices; Change Strategies; Professional Continuing Education; Faculty Development; Knowledge Base for Teaching; Content Area Reading; Content Area Writing; Literacy; Secondary School Teachers; Vocational Education; Science Education; Social Studies; Teamwork; Wyoming + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Hochschulpartnerschaft; Lehrerkooperation; Bildungspraxis; Lösungsstrategie; Berufsfeldbezogener Unterricht; Weiterbildung; Teaching theory; Theory of teaching; Unterrichtstheorie; Sinnerfassendes Lesen; Schriftliche Übung; Alphabetisierung; Schreib- und Lesefähigkeit; Ausbildung; Berufsbildung; Naturwissenschaftliche Bildung; Gemeinschaftskunde
Abstract	Educators across the nation have been responding to the push for content-area literacy instruction in their systems. While the press for higher academic standards has sharpened national focus on the reading of complex, discipline-specific informational texts, educators have been grappling with how to help science, social studies, and vocational education teachers support student literacy for decades (Shanahan & Shanahan, 2008; Shanahan & Shanahan, 2012). Traditionally, content-area focused teachers, particularly at the secondary level, have not been trained to teach students how to access rigorous texts, including which disciplinary-specific strategies to use, how to break down and think about disciplinary text, or how to grapple with difficult questions while reading closely. District leaders, principals, and teacher leaders across the country continue to ask how to create collaborative, content-specific, inquiry-based professional learning for content-area teachers to learn to understand what it takes to read texts in their discipline and how to teach students to do so. Wyoming's Uinta County School District #1 is engaging in literacy-focused professional learning in social studies, science, and vocational education. This article describes how the district got everyone on board and what they've learned along the way. (ERIC).
Anmerkungen	Learning Forward. 504 South Locust Street, Oxford, OH 45056. Tel: 513-523-6029; Fax: 513-523-0638; e-mail: NSDCoffice@nsdc.org; Web site: http://www.learningforward.org/news/jsd/index.cfm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01