Literaturnachweis - Detailanzeige
Autor/inn/en | Perkins, J. Helen; Cooter, Kathleen |
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Titel | An Investigation of the Efficacy of One Urban Literacy Academy: Enhancing Teacher Capacity through Professional Development |
Quelle | In: Reading Horizons, 52 (2013) 2, S.181-209, Artikel 6 (29 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0034-0502 |
Schlagwörter | Urban Education; Literacy; Literacy Education; Professional Development; Academic Achievement; School Districts; Urban Schools; Partnerships in Education; Teaching Methods; Higher Education; Educational Indicators; Federal Programs; Reading Instruction; Language Arts; Graduate Study; Teacher Effectiveness; Mixed Methods Research; Coaching (Performance); Special Needs Students; Family Involvement; Phonics; Phonemic Awareness; Achievement Tests; Public Schools; Standardized Tests; Reading Ability; Reading Programs; Interviews; Focus Groups; Observation; Teacher Surveys; Tennessee Stadtteilbezogenes Lernen; Alphabetisierung; Schreib- und Lesefähigkeit; Schulleistung; School district; Schulbezirk; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Hochschulpartnerschaft; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Educational indicato; Bildungsindikator; Leseunterricht; Sprachkultur; Aufbaustudium; Graduiertenstudium; Hauptstudium; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Sonderpädagogischer Förderbedarf; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Public school; Öffentliche Schule; Standadised tests; Standardisierter Test; Reading competence; Lesekompetenz; Interviewing; Interviewtechnik; Beobachtung |
Abstract | In order to systemically improve student achievement in elementary literacy, a large urban school district partnered with a local university to develop a model for high-quality professional development that hopefully would result in long-term changes in teachers' literacy instructional/practices. Schools were selected based on their Adequate Yearly Progress (AYP) in reading/language arts' status. The resulting literacy academy provided approximately 150 hours of professional development over time through two semesters of graduate level course work; 60 hours of it job-embedded. The Literacy Academy was based on a capacity-building model to build teacher knowledge and expertise in reading instruction, specifically in the areas of classroom assessment and use of student data to inform instruction; effective teaching methods in such areas as phonics, phonemic awareness, comprehension, fluency, vocabulary development, and writing; adapting instruction for students having special needs; and family involvement techniques. Weekly literacy coaching supported the translation of the new learning into practice. A mixed method design was used in this study and the results of this work are presented. (As Provided). |
Anmerkungen | Western Michigan University, College of Education. 1903 West Michigan Avenue, Kalamazoo, MI 49008. Tel: 269-387-3498; Fax: 269-387-6272; Web site: http://scholarworks.wmich.edu/reading_horizons/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |