Literaturnachweis - Detailanzeige
| Autor/inn/en | Taylor, Rosemarye T.; Chanter, Carol |
|---|---|
| Titel | Systematically Making Reading the Center of High School |
| Quelle | In: AASA Journal of Scholarship & Practice, 5 (2008) 3, S.38-46 (9 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1931-6569 |
| Schlagwörter | High Schools; Reading Research; Reading Achievement; Secondary School Teachers; Professional Development; Public Schools; Federal Legislation; Intervention; Literacy; Grade 9; Administrators; Academic Achievement; Florida |
| Abstract | Seminole County Public Schools (SCPS) has systematically made reading the center of instruction in the district's 10 high schools. Data-supported improvements have taken place in reading achievement in a short time through a two-pronged approach grounded in professional development. Through collaboration with the Florida Center for Reading Research (FCRR), the district identified research-based interventions for those reading below grade level. Plans were made for the acquisition of the interventions, selection of teachers, professional development of the teachers, as well as monitoring and evaluation of the implementation. This was the first prong to intervene with high school reading. The second prong was district-wide, consistent professional development for high school teachers and administrators. This professional development was determined to be delivered by newly selected high school literacy coaches. (Contains 3 tables.) (ERIC). |
| Anmerkungen | American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org/publications/jsp.cfm |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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