Shared Accountability: How One School Is Reforming a Writing Curriculum through Sustained Engaged Scholarship

Autor/inn/en	Lesley, Mellinee; Higgins, Amy; Beach, Whitney; Stewart, Elizabeth; Keene, Johanna
Titel	Shared Accountability: How One School Is Reforming a Writing Curriculum through Sustained Engaged Scholarship
Quelle	In: Literacy Research and Instruction, 62 (2023) 3, S.280-303 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8071
DOI	10.1080/19388071.2022.2138646
Schlagwörter	Writing Instruction; Grade 10; High School Teachers; Literacy; Coaching (Performance); English Teachers; English Instruction; Grade 9; Writing Achievement; Achievement Gains; Faculty Development; Educational Change; Teaching Methods; Achievement Gap; College School Cooperation; Teacher Collaboration + Suchen Sie Ihr Suchwort? Schreibunterricht; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Alphabetisierung; Schreib- und Lesefähigkeit; English language lessons; Englischunterricht; English langauage lessons; School year 09; 9. Schuljahr; Schuljahr 09; Achievement gain; Leistungssteigerung; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerkooperation
Abstract	Many high schools in the United States are contending with modest student writing achievement and looking for ways to enhance teachers' writing instruction. This is especially the case for schools deemed to be "underperforming" and struggling to reform writing pedagogy against an accumulation of teacher and leadership turnover, limited resources, minimal teacher preparation in writing pedagogy, and a persistent gap in student literacy development. Realizing optimal learning conditions cannot be addressed by a single entity, we conducted an engaged scholarship study focused on writing reform in a high school facing these very issues. Through a school-university partnership carried out across three years' time, we witnessed the transformation of teachers as they participated in sustained professional development, collaboration, and examination of their practices. In the present study, we turned the lens on ourselves to examine the process of conducting engaged scholarship. We found enacting collective efficacy through shared research and knowledge with a literacy coach and ninth and tenth grade English teachers brought about incremental and sustained writing reform and reframed our views of researcher roles and responsibilities. (As Provided).
Anmerkungen	Routledge. 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	2024/1/01