ERIC Number: EJ710669
Record Type: Journal
Publication Date: 2005-Feb-1
Reference Count: N/A
The Impact of the AACTE-Microsoft Grant on Elementary Reading & Writing
Borgia, Laurel; Cheek, Earl H., Jr.
T.H.E. Journal, v32 n7 p12 Feb 2005
Accountability for student learning and support of evidence-based instructional approaches are critical responsibilities for teachers. Both are particularly significant with the current reliance on state standards, assessment tests and the No Child Left Behind Act (Shanahan 2002). Every elementary teacher must have research-based resources to help improve student writing; therefore, a professional development initiative was implemented. Acknowledging this need, a proposal for an AACTE (American Association of Colleges for Teacher Education) Microsoft Innovative Teachers Grant was written and accepted. The intent of the program was to build a partnership, or community of professional expertise (CPE), between the Department of Curriculum and Instruction at Western Illinois University (WIU) and the elementary teachers (grades 2-8) at V.I.T. Community Unit School District #2 in order to develop a database of online writing activities. This article will discuss the first five workshops that were held from January through May 2003. It will also cover the district's technological implementation, as well as teacher perceptions of the workshops and the database to which their work contributed.
Descriptors: Teaching Methods, Grants, State Standards, Educational Research, Writing Improvement, Writing Instruction, Partnerships in Education, Databases, Professional Development, Workshops
T.H.E. Institute, 18528 Westside Hwy., Vashon, WA 98070. Web site: http://www.thejournal.com/institute/contactus.cfm.
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001