Using a Lab Model to Prepare and Empower Alternative School District Educators for Culturally Responsive-Sustaining Literacy Instruction

Autor/inn/en	Polleck, Jody N.; Spence, Tashema; Rapatalo, Shanita; Yarwood, Jordan
Titel	Using a Lab Model to Prepare and Empower Alternative School District Educators for Culturally Responsive-Sustaining Literacy Instruction
Quelle	In: Literacy Research and Instruction, 61 (2022) 2, S.177-208 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8071
DOI	10.1080/19388071.2021.1955054
Schlagwörter	Culturally Relevant Education; Faculty Development; Summer Programs; Urban Schools; Nontraditional Education; Teaching Methods; Literacy Education; Laboratory Schools; Metacognition; Constructivism (Learning); Teacher Attitudes; School Districts; Teacher Characteristics; Elementary Secondary Education; New York + Suchen Sie Ihr Suchwort? Sommerkurs; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Non-traditional education; Alternative Erziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Laborschule; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Lehrerverhalten; School district; Schulbezirk
Abstract	This article provides an overview of a summer professional development (PD) for teachers working within an urban alternative educational school district. Engaging with a lab classroom with intensive coaching support, teacher participants observed and participated in 20 days of literacy instruction that centered culturally responsive-sustaining approaches. Data collected include transcriptions from focus groups and interviews, pre-and post-surveys, artifacts, and field notes. Further, during the subsequent school year, the authors conducted observations to determine the impact of the PD on the teacher participants' dispositions and pedagogical strategies for literacy development. Analysis of findings reveal that professional development using a lab classroom that centers prolonged observation and modeling, constructivism, self-reflection, coaching, and collaboration leads to higher teacher expectations for students and increased use of culturally responsive-sustaining literacy practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01