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Autor/inn/enBurke, Joan; Chaseling, Marilyn
TitelReading Is Not Just Something, It Is Everything: Using Collaborative Inquiry Twinned with Generative Dialogue for School Improvement in Elementary Classrooms
QuelleIn: Canadian Journal of Action Research, 22 (2022) 2, S.46-71 (26 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1925-7147
SchlagwörterForeign Countries; Reading Instruction; Instructional Improvement; Reading Teachers; Elementary School Teachers; Phonemic Awareness; Reading Fluency; Reading Comprehension; Reading Materials; Student Evaluation; Evaluation Criteria; Educational Improvement; Cooperation; Inquiry; Dialogs (Language); Reflective Teaching; Canada
AbstractThis paper reports on a four-year study where campus leaders used collaborative inquiry twinned with generative dialogue to facilitate teacher growth in order to improve the teaching and learning of reading in a school where reading results were already strong. The paper contributes to the school improvement literature by capturing the two main cycles-of-inquiry that emerged during the study. It also found that teachers improved their teaching and assessment of reading through: their intentional teaching of phonemic awareness, fluency and comprehension; offering students choice in their reading materials; and ensuring their assessment practices were based on standard criteria applied across all classrooms. This study concluded that when visionary leaders facilitate collaborative-inquiry twinned with generative dialogue, school improvement can occur. (As Provided).
AnmerkungenCanadian Association for Action Research in Education. 260 Dalhousie Street Suite 204, Ottawa, ON KIN 7E4, Canada. Tel: 705-474-3450; Fax: 705-474-1947; e-mail: cjar@nipissingu.ca; Web site: http://journals.nipissingu.ca/index.php/cjar/issue/archive
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/4/11
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