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ERIC Number: EJ1098210
Record Type: Journal
Publication Date: 2013
Pages: 29
Abstractor: As Provided
ISSN: ISSN-0034-0502
An Investigation of the Efficacy of One Urban Literacy Academy: Enhancing Teacher Capacity through Professional Development
Perkins, J. Helen; Cooter, Kathleen
Reading Horizons, v52 n2 Article 6 p181-209 Jan-Feb 2013
In order to systemically improve student achievement in elementary literacy, a large urban school district partnered with a local university to develop a model for high-quality professional development that hopefully would result in long-term changes in teachers' literacy instructional/practices. Schools were selected based on their Adequate Yearly Progress (AYP) in reading/language arts' status. The resulting literacy academy provided approximately 150 hours of professional development over time through two semesters of graduate level course work; 60 hours of it job-embedded. The Literacy Academy was based on a capacity-building model to build teacher knowledge and expertise in reading instruction, specifically in the areas of classroom assessment and use of student data to inform instruction; effective teaching methods in such areas as phonics, phonemic awareness, comprehension, fluency, vocabulary development, and writing; adapting instruction for students having special needs; and family involvement techniques. Weekly literacy coaching supported the translation of the new learning into practice. A mixed method design was used in this study and the results of this work are presented.
Western Michigan University, College of Education. 1903 West Michigan Avenue, Kalamazoo, MI 49008. Tel: 269-387-3498; Fax: 269-387-6272; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee
Grant or Contract Numbers: N/A