NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ954788
Record Type: Journal
Publication Date: 2012
Pages: 26
Abstractor: As Provided
Reference Count: 62
ISSN: ISSN-1047-6210
Addressing the Complexities of Literacy and Urban Teaching in the USA: Strategic Professional Development as Intervention
Sulentic Dowell, Margaret-Mary
Teaching Education, v23 n1 p25-50 2012
Teaching quality impacts classroom instruction. Teaching is difficult, demanding and draining work; teaching in urban environs exacerbates the difficulties, the demands and the complexities of teaching. Through the eyes of an assistant superintendent, charged with implementing a new vision for literacy teaching and learning, this manuscript describes an intervention study conducted in a large, Southern urban district in the USA, designed to build upon and expand teacher knowledge initially acquired through teacher education. The intervention was designed to increase efficacy in an effort to halt the decline of student outcomes by standardizing literacy teaching across kindergarten through third grade. (Contains 1 figure and 5 tables.)
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
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States