What's New

Posted on February 12, 2018

In the News Middle School-High School What's New

Teacher Learning that Endures

Interested in learning more about disciplinary literacy and the kind of professional learning that has the power to shift instruction and deepen student learning? Read the latest publication from SLI researchers Cynthia Greenleaf, Cindy Litman, and Stacy Marple. It is hot off the press from Teaching and Teacher Education, Volume 71, April 2018, and you can get it free via this page on our website through March 2018.

The authors detail their particular design-based research approach and a recent mixed-methods study which explores the impact of an inquiry-based professional development 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 professional development offered significantly more opportunities and support for complex literacies and greater integration of literacy and content learning. The authors note that many of the more impactful teachers had experienced Reading Apprenticeship several years prior to this study, lending support to the argument that through well-designed, generative, inquiry-based professional learning experiences, teachers gain enduring professional insights to guide their instruction over time and the capacity to flexibly and adaptably respond to the dynamic and ongoing flow of teaching.

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