Longitudinal literacy professional development in an urban elementary charter school

被引：3

作者：

Parsons, Allison Ward ^{[1
]}

Parsons, Seth A. ^{[1
]}

Dodman, Stephanie L. ^{[1
]}

Nuland, Leila Richey ^{[1
]}

Pierczynski, Melissa ^{[2
]}

Ramirez, Erin M. ^{[3
]}

机构：

[1] George Mason Univ, Coll Educ & Human Dev, Fairfax, VA 22030 USA

[2] Grand Valley State Univ, Coll Educ, Allendale, MI 49401 USA

[3] Calif State Univ Monterey Bay, Dept Educ & Leadership, Seaside, CA USA

来源：

JOURNAL OF EDUCATIONAL RESEARCH | 2019年 / 112卷 / 04期

关键词：

Charter schools; literacy; professional development; urban education; STUDENT OUTCOMES; TEACHER; INSTRUCTION; KNOWLEDGE; QUALITY; IMPLEMENTATION; ENGAGEMENT; TURNOVER; IMPACT; GROWTH;

D O I：

10.1080/00220671.2018.1552915

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The authors describe a school-university professional development partnership in a high-needs urban elementary charter school. University and school partners collaborated to build instructional capacity to develop teachers' understanding and implementation of effective literacy instruction. Design-based research revealed increased understanding and implementation of effective literacy practices among school leaders and teachers. Findings revealed the importance of administrative stability; coaching support; and a focused, school-wide instructional vision.

引用

页码：447 / 462

页数：16

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