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Literacy Professional Development

The impact of inquiry-based professional development on teachers’ capacity to integrate literacy instruction in secondary subject areas

This mixed-methods study explores the impact of an inquiry-based PD model designed to support teachers in integrating literacy and content learning. The study drew on classroom observations of 34 ELA, history, and science teachers with reputations for good instructional practice. An analysis of video data from observed lessons revealed that a subset of 16 teachers who had previously participated in Reading Apprenticeship PD offered significantly more opportunities and support for complex literacies and greater integration of literacy and content learning. Findings have implications for PD with the potential to improve literacy instruction in secondary content area classrooms.

AUTHORS
Cynthia Greenleaf, Cindy Litman, Stacy Marple
Teaching and Teacher Education: An International Journal of Research and Studies, Volume 71, April 2018, Pages 226-240

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From the Text

We believe that making headway at the scale necessary to provide all students with the kind of literacy instruction envisioned by recent reforms will necessitate providing all teachers with the kind of PD experience that has an enduring power to transform classroom instruction in secondary subject area classrooms.

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