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Greenleaf, Cynthia L.; Mueller, Faye L. – 2003
Academic Literacy was a year-long course focused on reading strategy development for all ninth graders at Thurgood Marshall Academic High School in the San Francisco Unified School District. Course goals were to help students become engaged, fluent, and competent readers of the variety of texts necessary for them to master to be successful in high…
Descriptors: Case Studies, Course Evaluation, Experimental Programs, Grade 9
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Greenleaf, Cynthia L.; Schoenbach, Ruth; Cziko, Christine; Mueller, Faye L. – Harvard Educational Review, 2001
In Reading Apprenticeships, teachers serve as "master readers" of texts, engaging in collaborative inquiry with students. Reading is demystified through metacognitive conversations that draw on readers' self-knowledge. Academically underperforming students gained an average of 2 years' reading growth in 1 academic year using the approach.…
Descriptors: Adolescents, Literacy, Metacognition, Reading Improvement
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Barnett, Bruce G.; Mueller, Faye L. – Elementary School Journal, 1989
Describes long-term effects of the Peer-Assisted Leadership program on participants with regard to their administrative actions, perspectives of their roles as school leaders, and collegial networking and support. (PCB)|
Descriptors: Assistant Principals, Collegiality, Educational Administration, Elementary Secondary Education
Barnett, Bruce G.; Mueller, Faye L. – 1987
The literature provides scant evidence that training programs for teachers and administrators have lasting effects on job performance. The study summarized in this paper focuses on principals' perceptions of how their involvement in the Peer-Assisted Leadership (PAL) Program has affected their ongoing actions and attitudes. To determine if PAL's…
Descriptors: Administrator Attitudes, Administrator Effectiveness, Collegiality, Elementary Secondary Education