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ERIC Number: EJ1108687
Record Type: Journal
Publication Date: 2016
Pages: 22
Abstractor: As Provided
ISSN: ISSN-1938-8071
Barriers to Change: Findings from Three Literacy Professional Learning Initiatives
Parsons, Allison Ward; Parsons, Seth A.; Morewood, Aimee; Ankrum, Julie W.
Literacy Research and Instruction, v55 n4 p331-352 2016
In this article, we describe lessons learned from three separate literacy professional learning initiatives that took place in elementary schools in three different locations: high-poverty urban, medium-poverty rural, and low-poverty suburban. The professional learning initiatives were also diverse in scope: one was a three-year, school-wide partnership; one was a multiyear collaboration with two teachers; and one was intensive coaching of an individual teacher. Each initiative was (a) informed by previous research on literacy professional learning, (b) grounded in social constructivism, and (c) a design-based research study. Through collaborative analysis of data, we discovered shared barriers that impeded each of the initiatives from promoting substantial change. We suggest ways to improve literacy professional learning to better increase the odds of success and lasting change in literacy instruction.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A