Literaturnachweis - Detailanzeige
Autor/in | Sulentic Dowell, Margaret-Mary |
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Titel | Addressing the Complexities of Literacy and Urban Teaching in the USA: Strategic Professional Development as Intervention |
Quelle | In: Teaching Education, 23 (2012) 1, S.25-50 (26 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1047-6210 |
DOI | 10.1080/10476210.2011.622040 |
Schlagwörter | Urban Teaching; Teacher Effectiveness; Intervention; Teacher Characteristics; Grade 3; Superintendents; Kindergarten; Grade 1; Grade 2; Self Efficacy; Teaching Methods; Literacy; Educational Quality; Teacher Education; Pedagogical Content Knowledge; United States Urban education; Stadtteilbezogenes Lernen; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; School year 03; 3. Schuljahr; Schuljahr 03; Schulrat; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Self-efficacy; Selbstwirksamkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Alphabetisierung; Schreib- und Lesefähigkeit; Quality of education; Bildungsqualität; Lehrerausbildung; Lehrerbildung; Pädagogische Kompetenz; USA |
Abstract | Teaching quality impacts classroom instruction. Teaching is difficult, demanding and draining work; teaching in urban environs exacerbates the difficulties, the demands and the complexities of teaching. Through the eyes of an assistant superintendent, charged with implementing a new vision for literacy teaching and learning, this manuscript describes an intervention study conducted in a large, Southern urban district in the USA, designed to build upon and expand teacher knowledge initially acquired through teacher education. The intervention was designed to increase efficacy in an effort to halt the decline of student outcomes by standardizing literacy teaching across kindergarten through third grade. (Contains 1 figure and 5 tables.) (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |