Navigating the Chasms between Real and Ideal Literacy Professional Development
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| Title: | Navigating the Chasms between Real and Ideal Literacy Professional Development |
|---|---|
| Language: | English |
| Authors: | Poonam Arya, Kathryn L. Roberts |
| Source: | Reading Horizons. 2023 62(2):49-77. |
| Availability: | Western Michigan University, College of Education. 1903 West Michigan Avenue, Kalamazoo, MI 49008. Tel: 269-387-3498; Fax: 269-387-6272; Web site: https://scholarworks.wmich.edu/reading_horizons/ |
| Peer Reviewed: | Y |
| Page Count: | 30 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Information Analyses Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Primary Education |
| Descriptors: | Elementary School Teachers, Faculty Development, Regular and Special Education Relationship, Economic Factors, Poverty, Public Schools, Charter Schools, Instructional Leadership, Program Evaluation, Training Methods, Learning Activities, Learning Experience, Barriers |
| ISSN: | 0034-0502 2642-8857 |
| Abstract: | In this study, we examine the supportive and hindering factors that influenced 26 teachers' implementation of pedagogy learned through a research-based, resource-intensive literacy PD initiative (100+ hours). Through post-intervention interviews, we explore the space between learning and enactment of new practices for literacy teaching and learning. Specifically, we ask, What are teachers' perceptions of the contextual factors that support and hinder their moving from learning to implementation of literacy PD? Results indicate four primary supportive factors (PD facilitators, communities of practice, schools/administrators, and student affective responses) and three primary hindering factors (circumstantial factors, lack of resources, and mismatches between school or district demands). Identifying and considering these factors is an important step toward increasing implementation, which serves as a gatekeeper between teacher learning and student outcomes. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Access URL: | https://scholarworks.wmich.edu/reading_horizons/vol62/iss2/4 |
| Accession Number: | EJ1409728 |
| Database: | ERIC |
| Abstract: | In this study, we examine the supportive and hindering factors that influenced 26 teachers' implementation of pedagogy learned through a research-based, resource-intensive literacy PD initiative (100+ hours). Through post-intervention interviews, we explore the space between learning and enactment of new practices for literacy teaching and learning. Specifically, we ask, What are teachers' perceptions of the contextual factors that support and hinder their moving from learning to implementation of literacy PD? Results indicate four primary supportive factors (PD facilitators, communities of practice, schools/administrators, and student affective responses) and three primary hindering factors (circumstantial factors, lack of resources, and mismatches between school or district demands). Identifying and considering these factors is an important step toward increasing implementation, which serves as a gatekeeper between teacher learning and student outcomes. |
|---|---|
| ISSN: | 0034-0502 2642-8857 |
