The Impact of Professional Development on Poverty, Schooling, and Literacy Practices: Teacher Narratives and Reformation of Mindset

Autor/in	Ciuffetelli Parker, Darlene
Titel	The Impact of Professional Development on Poverty, Schooling, and Literacy Practices: Teacher Narratives and Reformation of Mindset
Quelle	In: Cogent Education, 4 (2017) 1, Artikel 1279381 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2017.1279381
Schlagwörter	Faculty Development; Poverty; Social Justice; Literacy; Disadvantaged Schools; Personal Narratives; Teacher Collaboration; Inquiry; Literacy Education; Stereotypes; Inferences; Global Approach; Foreign Countries; Teacher Attitudes; Administrator Attitudes; Citizenship; Elementary School Teachers; Middle School Teachers; Interviews; Qualitative Research; Case Studies; Canada + Suchen Sie Ihr Suchwort? Armut; Soziale Gerechtigkeit; Alphabetisierung; Schreib- und Lesefähigkeit; Erlebniserzählung; Lehrerkooperation; Klischee; Inference; Inferenz; Globales Denken; Ausland; Lehrerverhalten; Staatsbürgerschaft; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Interviewing; Interviewtechnik; Qualitative Forschung; Case study; Fallstudie; Case Study; Kanada
Abstract	The study examines the impact of professional development on the topic of poverty in one high poverty school community located in a small city in southern Ontario, Canada. It considers narrative-based experiences of teachers' collaborative inquiry on literacy practices after a significant amount of professional development was provided to reinterpret teachers' stereotypical conceptualizations of students and families living in poverty. Findings illuminate how professional development on poverty and education resulted in the enactment of literacy teaching practices from the vantage point of teachers' reformed narratives of student poverty, with literacy themes including: global citizenship, inferencing, and social justice literacy. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01