Literacy Learning Communities in Partnership

Autor/inn/en	Clary, Deidre M.; Styslinger, Mary E.; Oglan, Victoria A.
Titel	Literacy Learning Communities in Partnership
Quelle	In: School-University Partnerships, 5 (2012) 1, S.28-39 (12 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-7125
Schlagwörter	Content Area Reading; Teacher Collaboration; Cooperation; Literacy; Faculty Development; Interviews; Literacy Education; Partnerships in Education; High Schools; Higher Education; College School Cooperation; Academic Achievement; Teaching Methods; Professional Development Schools; Secondary School Teachers; Reading Improvement; Reading Instruction; South Carolina + Suchen Sie Ihr Suchwort? Sinnerfassendes Lesen; Lehrerkooperation; Co-operation; Kooperation; Alphabetisierung; Schreib- und Lesefähigkeit; Interviewing; Interviewtechnik; Hochschulpartnerschaft; High school; Oberschule; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Leseunterricht
Abstract	This article describes how a literacy learning community model was developed between two high school partnership sites and a large southern public university, and how teacher collaboration and shared learning across content areas in the first year impacted teachers' learning about literacy instruction and their school's vision for literacy. Specifically, teachers' learning was analyzed using multiple data: in-depth teacher interviews, surveys and inventories, teachers' coursework and portfolios, and classroom artifacts. Findings indicate that embedded staff development characterized by collaborative approaches to teachers' learning located in professional learning communities is effective especially with respect to teaching content area reading; teacher collaboration that honors continuous professional learning, either in a school-university partnership or within a wider group at the school or district level, offers rich possibilities for generating viable literacy learning communities. (As Provided).
Anmerkungen	National Association for Professional Development Schools. College of Education University of South Carolina, Wardlaw 252, Columbia, SC 29208. Tel: 803-777-1515; Fax: 803-777-3035; e-mail: napds@mailbox.sc.edu; Web site: http://www.napds.org/school_university_partnerships.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10