Literaturnachweis - Detailanzeige
| Autor/inn/en | Piccott-Bryan, Heather; Jones, Don; Wattam, Donald |
|---|---|
| Titel | Career and Technical Education Teachers Integrating Literacy and the Support Administrators Provide |
| Quelle | In: Journal of Instructional Pedagogies, 26 (2021), (12 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2327-5324 |
| Schlagwörter | Vocational Education Teachers; Teacher Administrator Relationship; Teaching Experience; Integrated Curriculum; Literacy Education; Educational Change; Leadership; Cooperative Learning; High School Teachers |
| Abstract | Changes in teaching strategies and content for literacy integration require administrators to improve the support systems for CTE teachers. The purpose of this basic qualitative study was to explore CTE teachers' experiences in integrating literacy into the curriculum and the support they receive from administrators. Fullan's change model informed the conceptual framework for this study. Individual interviews with 4 teachers and 3 administrators from a state on the east coast were conducted. Key recommendations included expanding literacy integration across all subject areas by sharing of resources across teachers, leadership and support from administrators, and additional professional development for all. Positive social change implications include improved teaching and enhanced student literacy skills. Students are more likely to be equipped with skills and strategies they need to succeed in college, to acquire postsecondary jobs, and to work effectively in the future. (As Provided). |
| Anmerkungen | Academic and Business Research Institute. 147 Medjool Trail, Ponte Vedra, FL 32081. Tel: 904-435-4330; e-mail: editorial.staff@aabri.com; Web site: http://www.aabri.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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