Literaturnachweis - Detailanzeige
Autor/inn/en | Polleck, Jody N.; Spence, Tashema; Rapatalo, Shanita; Yarwood, Jordan |
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Titel | Using a Lab Model to Prepare and Empower Alternative School District Educators for Culturally Responsive-Sustaining Literacy Instruction |
Quelle | In: Literacy Research and Instruction, 61 (2022) 2, S.177-208 (32 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1938-8071 |
DOI | 10.1080/19388071.2021.1955054 |
Schlagwörter | Culturally Relevant Education; Faculty Development; Summer Programs; Urban Schools; Nontraditional Education; Teaching Methods; Literacy Education; Laboratory Schools; Metacognition; Constructivism (Learning); Teacher Attitudes; School Districts; Teacher Characteristics; Elementary Secondary Education; New York Sommerkurs; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Non-traditional education; Alternative Erziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Laborschule; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Lehrerverhalten; School district; Schulbezirk |
Abstract | This article provides an overview of a summer professional development (PD) for teachers working within an urban alternative educational school district. Engaging with a lab classroom with intensive coaching support, teacher participants observed and participated in 20 days of literacy instruction that centered culturally responsive-sustaining approaches. Data collected include transcriptions from focus groups and interviews, pre-and post-surveys, artifacts, and field notes. Further, during the subsequent school year, the authors conducted observations to determine the impact of the PD on the teacher participants' dispositions and pedagogical strategies for literacy development. Analysis of findings reveal that professional development using a lab classroom that centers prolonged observation and modeling, constructivism, self-reflection, coaching, and collaboration leads to higher teacher expectations for students and increased use of culturally responsive-sustaining literacy practices. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |