The Evolving Roles of Faculty Learning Communities: A University/High School Literacy Partnership

Autor/inn/en	Jetton, Tamara L.; Cancienne, Mary Beth; Greever, Brenda
Titel	The Evolving Roles of Faculty Learning Communities: A University/High School Literacy Partnership
Quelle	In: Theory Into Practice, 47 (2008) 4, S.327-335 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
Schlagwörter	Student Teaching; High Schools; Principals; Literacy; Communities of Practice; School Restructuring; Program Descriptions; Partnerships in Education; College School Cooperation; Preservice Teacher Education; Reading Instruction; Writing Instruction; Curriculum Development; English (Second Language); Second Language Instruction; Professional Development; Models; Coaching (Performance); English Teachers; Preservice Teachers; Secondary School Teachers; Educational Technology + Suchen Sie Ihr Suchwort? Teaching practice; Unterrichtspraxis; High school; Oberschule; Principal; Schulleiter; Alphabetisierung; Schreib- und Lesefähigkeit; Community; Schulreformplan; Schulumwandlung; Hochschulpartnerschaft; Lehramtsstudiengang; Lehrerausbildung; Leseunterricht; Schreibunterricht; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Analogiemodell; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Unterrichtsmedien
Abstract	This article is a descriptive account of a professional learning community established among university professors, university teacher candidates, a school district instructional supervisor, the high school principal, a high school literacy coordinator, and teachers of a Mid-Atlantic high school in the United States. This learning community created a literacy vision for the high school and restructured the school and the curriculum to reflect these literacy goals. The university instructors and their students became an integral part of the learning community with the high school personnel through their university coursework, practica, and student teaching experiences. Through their literacy vision, this learning community transformed and enhanced the literacy experiences of adolescents within this high school campus. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10