A Synthesis of Professional Development on the Implementation of Literacy Strategies for Middle School Content Area Teachers

Autor/in	Reed, Deborah K.
Titel	A Synthesis of Professional Development on the Implementation of Literacy Strategies for Middle School Content Area Teachers
Quelle	In: RMLE Online: Research in Middle Level Education, 32 (2009) 10, S.1-12 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4476
Schlagwörter	Professional Development; Middle School Teachers; Literacy; Teacher Characteristics; Reading Achievement; Middle School Students; Instructional Effectiveness; Educational Environment; Context Effect; Educational Needs; Teacher Collaboration; Educational Research; Ethnography; Qualitative Research; Quasiexperimental Design + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Alphabetisierung; Schreib- und Lesefähigkeit; Leseleistung; Student; Students; Schüler; Schülerin; Unterrichtserfolg; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Educational need; Bildungsbedarf; Lehrerkooperation; Bildungsforschung; Pädagogische Forschung; Ethnografie; Qualitative Forschung
Abstract	This paper synthesized studies of professional development for middle school content area teachers and the teachers' subsequent implementation of literacy strategies. Four studies were identified as having a majority of participants teaching English/reading, mathematics, science, and social studies in grades 6 through 8. Articles meeting the criteria included two qualitative studies of the impact of professional development on implementation of literacy strategies, one ethnographic study of the characteristics of content area teachers with strong implementation of literacy strategies, and one quasi-experimental study of the impact of professional development on student reading performance. Findings indicate that ongoing schoolwide initiatives that are responsive to teachers' perceived needs hold promise for increasing literacy instruction across the curriculum and improving some student reading skills. (Contains 2 tables.) (As Provided).
Anmerkungen	National Middle School Association. 4151 Executive Parkway Suite 300, Westerville, OH 43081. Tel: 800-528-6672; Tel: 800-528-6672; Fax: 614-895-4750; e-mail: info@nmsa.org; Web site: http://www.nmsa.org/Publications/RMLEOnline/Articles/tabid/101/Default.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10