ERIC Number: EJ871732
Record Type: Journal
Publication Date: 2010-Feb
Abstractor: As Provided
Reference Count: 40
Not on the Same Page but Working Together: Lessons from an Award-Winning Urban Elementary School
Peck, Sharon M.
Reading Teacher, v63 n5 p394-403 Feb 2010
Based on a longitudinal ethnographic and phenomenological inquiry, this paper explores the change process that led Quest from being a marginal school to one of the highest achieving elementary schools in their large, urban district. Moving from textbook-led instruction to an inquiry-based curriculum allowed teachers to rethink their pedagogy and curriculum, and gear their curriculum to the needs, interests, and lives of their students, rather than fitting students into the curriculum. Teachers began by placing literacy at the center of instruction in all areas by implementing inquiry-based learning, aligning curriculum with local and state standards and assessments, and committing to responsive assessment-based literacy instruction. This led to powerful gains in reading achievement, and now Quest is characterized by students who take ownership of their learning. Teachers have control over their teaching, and the school has become a community of culturally relevant educators.
Descriptors: State Standards, Reading Achievement, Inquiry, Active Learning, Educational Change, Literacy, Urban Schools, Recognition (Achievement), Teaching Methods, Reading Instruction
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Authoring Institution: N/A