Literaturnachweis - Detailanzeige
| Autor/inn/en | Nurss, Joanne R.; Abbott-Shim, Martha; McCarty, Frances; Hicks, Delyne |
|---|---|
| Titel | An Effective Staff Development Plan To Encourage Writing in the Transition Classroom. |
| Quelle | (1999), (12 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Comparative Analysis; Demonstration Programs; Faculty Development; Grade 3; High Risk Students; Longitudinal Studies; Primary Education; Transitional Programs; Urban Schools; Writing Instruction; Writing Strategies |
| Abstract | Third grade children from urban elementary schools in a southern city wrote, rewrote, and edited stories using strategies developed by their teachers during an interactive staff development program. They were participants in the National Head Start/Public School Transition Demonstration Project, a longitudinal study of the transition experience of Head Start children and their families in public schools in 30 sites across the country. Two cohorts of Head Start children were followed from kindergarten through third grade, half in demonstration classrooms (all K-3 classrooms in three schools) and half in comparison classrooms (all K-3 classrooms in four schools). Schools were randomly selected as sites; children and families in the demonstration schools received "Head Start like" services (e.g., health care, social services, and family support), and all teachers received staff development and support in the implementation of developmentally appropriate practices in their classrooms. Training was designed to encourage classroom changes that would affect all children. The writing program includes reading, writing, spelling, and oral language and features a developmental continuum for each component. The continuum contains six phases from role play writing to advanced writing. Third-grade students wrote at least three times a week. Instruction was thematic using core books to integrate instruction in reading, writing, oral communication, and content areas. The extensive staff development and support for teachers in process writing, literature-based literacy instruction, developmentally appropriate organization and instruction, and individual assessment benefited the entire class. (Contains 11 references.) (NKA) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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