A Comprehensive Approach to Adolescent Literacy

Autor/in	Kemp, Cassandra Richardson
Titel	A Comprehensive Approach to Adolescent Literacy
Quelle	In: Principal Leadership, 5 (2005) 6, S.22-27 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1529-8957
Schlagwörter	Federal Legislation; Reading Programs; Public Schools; Graduation Requirements; State Standards; Accountability; Reading Achievement; Mathematics Achievement; High School Students; Grades (Scholastic); Student Projects; Urban Schools; Literacy Education; Educational Improvement; Pedagogical Content Knowledge; Knowledge Base for Teaching; Teacher Qualifications; Teacher Empowerment; Teaching Methods; Pennsylvania + Suchen Sie Ihr Suchwort? Bundesrecht; Public school; Öffentliche Schule; Abschlussordnung; Verantwortung; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Notenspiegel; Schulprojekt; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Teaching improvement; Unterrichtsentwicklung; Pädagogische Kompetenz; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrqualifikation; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Like most states, Pennsylvania has a state accountability system that is aligned with the requirements of the federal No Child Left Behind Act (NCLB) and requires that students reach adequate yearly progress (AYP) goals on the Pennsylvania System of School Assessment (PSSA) in reading and mathematics at the end of grades 3, 5, 8, and 11 in 2003-2004. In 2005-2006, students in grades 4, 6, and 7 were required to meet AYP as well. High school students were required to meet Pennsylvania graduation requirements, which include completing a course of studies and making satisfactory grades; completing a culmination project; and demonstrating proficiency in reading, writing, and mathematics on either the PSSA administered in grades 11 or 12 or local assessments that are aligned with the Pennsylvania academic standards and the PSSA. These mandates required Pittsburgh Public Schools to review and assess the practices in its high schools to improve literacy instruction and assist teachers in deepening their own content knowledge and pedagogy. As a result, all 10 high schools have put resource personnel and programs in place to improve literacy instruction and to empower teachers to improve student achievement. This article discusses the strategies employed by the Pittsburgh Public Schools to improve their literacy instruction. These strategies include literacy coaches, the Academy of Reading (AOR) Program, and the A+nyWhere Learning System (A+LS). (Contains 4 tables.) (ERIC).
Anmerkungen	National Association of Secondary School Principals. 1904 Association Drive, Reston, VA 20191-1537. Tel: 800-253-7746; Tel: 703-860-0200; Fax: 703-620-6534; Web site: http://www.principals.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10