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ERIC Number: EJ1097000
Record Type: Journal
Publication Date: 2011
Pages: 10
Abstractor: As Provided
Reference Count: 21
ISBN: N/A
ISSN: EISSN-1559-9035
Tailoring Professional Development to Improve Literacy Instruction in Urban Schools
De La Garza, Tammy Oberg
Journal of Language and Literacy Education, v7 n2 p95-104 2011
To address the need for improving instructional practice in literacy, this paper examines whole school, teacher uptake of a professional development initiative over a four-year project. The study takes place in an urban, PK-6 school in a predominantly Mexican-American community. Measuring and analyzing teacher enactment of a professional development innovation during coaching sessions was the basis for making informed decisions about tailored professional development direction and support. Using an observation instrument to analyze teachers' appropriation levels can reveal teacher learning transitions that provide opportunities to address barriers of understanding development. This study emphasizes the role that individualized and differentiated professional development plays within a community of learners, impacting both in the direction and uptake of whole-school initiatives.
Department of Language and Literacy Education at the University of Georgia. 315 Aderhold Hall, Athens, GA 30602. Tel: 706-542-7866; Fax: 706-542-3817; e-mail: jolle@uga.edu; Web site: http://jolle.coe.uga.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois