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ERIC Number: EJ868655
Record Type: Journal
Publication Date: 2009
Pages: 12
Abstractor: As Provided
Reference Count: 33
ISBN: N/A
ISSN: ISSN-1945-9009
Literacy as Access: Reviewing the Data, Investigating the Skills, Knowledge and Dispositions and Providing Evidence-Based Professional Development to Serve African American Learners More Effectively
Houck, Bonnie; Lafon, Norann; McQuillan, Billie; Shefveland, Diane; Watson, Dwight C.
AILACTE Journal, v6 p41-52 Fall 2009
A study group from the Quality Teacher Network in Reading (QTN/R) reviewed the achievement gap data between Black and White fourth-grade readers in Minnesota. From the results of the review, the study group developed a professional development series. The investigation helped the study group determine from a professional development standpoint how to provide educators an insight into some of the knowledge, skills and dispositions that they should develop to serve African American learners' literacy development. The article chronicles what leading Black researchers believed could create a reflective, dispositional change in educators in order to help them develop more effective practices that would promote higher academic achievement in African American learners. (Contains 2 figures and 1 footnote.)
Association of Independent Liberal Arts Colleges for Teacher Education. 1903 Princeton Avenue, St. Paul, MN 55105. Tel: 651-690-8949; e-mail: erns0039@umn.edu; Web site: http://www.ailacte.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Minnesota