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ERIC Number: EJ871733
Record Type: Journal
Publication Date: 2010-Feb
Pages: 12
Abstractor: As Provided
Reference Count: 51
ISSN: ISSN-0034-0561
Raising Literacy Levels with Collaborative On-Site Professional Development in an Urban Disadvantaged School
Kennedy, Eithne; Shiel, Gerry
Reading Teacher, v63 n5 p372-383 Feb 2010
Professional development is now recognized as a key driver in enhancing teacher expertise and improving student achievement. A multifaceted, collaborative professional-development intervention designed to equip teachers with a range of strategies, tools, and methodologies and raise literacy standards was implemented over two years (grades 1-2) in a severely disadvantaged urban school. Teachers were successful in raising achievement, but just as importantly, they developed their classrooms into highly motivating, engaging, and literate communities. By the end of the study, the children made greater-than-expected progress in reading, writing, and spelling. Both special-needs and classroom teachers showed higher expectations for their students' literacy development, greater instructional self-efficacy, and deeper knowledge about how to implement a research-based, balanced literacy framework while also responding to the needs of individual students and small groups. (Contains 3 tables and 2 figures.)
International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ireland