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Longitudinal literacy professional development in an urban elementary charter school.

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Title: Longitudinal literacy professional development in an urban elementary charter school.
Authors: Ward Parsons, Allison (AUTHOR), Parsons, Seth A. (AUTHOR), Dodman, Stephanie L. (AUTHOR), Nuland, Leila Richey (AUTHOR), Pierczynski, Melissa (AUTHOR), Ramirez, Erin M. (AUTHOR)
Source: Journal of Educational Research. 2019, Vol. 112 Issue 4, p447-462. 16p. 1 Diagram, 6 Charts.
Subjects: Teacher development, College-school cooperation, Charter schools, Literacy education, Urban education
Abstract: The authors describe a school-university professional development partnership in a high-needs urban elementary charter school. University and school partners collaborated to build instructional capacity to develop teachers' understanding and implementation of effective literacy instruction. Design-based research revealed increased understanding and implementation of effective literacy practices among school leaders and teachers. Findings revealed the importance of administrative stability; coaching support; and a focused, school-wide instructional vision. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Longitudinal literacy professional development in an urban elementary charter school.
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  Data: <searchLink fieldCode="AR" term="%22Ward+Parsons%2C+Allison%22">Ward Parsons, Allison</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Parsons%2C+Seth+A%2E%22">Parsons, Seth A.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Dodman%2C+Stephanie+L%2E%22">Dodman, Stephanie L.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Nuland%2C+Leila+Richey%22">Nuland, Leila Richey</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Pierczynski%2C+Melissa%22">Pierczynski, Melissa</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Ramirez%2C+Erin+M%2E%22">Ramirez, Erin M.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Educational+Research%22">Journal of Educational Research</searchLink>. 2019, Vol. 112 Issue 4, p447-462. 16p. 1 Diagram, 6 Charts.
– Name: Subject
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  Data: <searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br /><searchLink fieldCode="DE" term="%22College-school+cooperation%22">College-school cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Charter+schools%22">Charter schools</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy+education%22">Literacy education</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+education%22">Urban education</searchLink>
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  Label: Abstract
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  Data: The authors describe a school-university professional development partnership in a high-needs urban elementary charter school. University and school partners collaborated to build instructional capacity to develop teachers' understanding and implementation of effective literacy instruction. Design-based research revealed increased understanding and implementation of effective literacy practices among school leaders and teachers. Findings revealed the importance of administrative stability; coaching support; and a focused, school-wide instructional vision. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=136979084
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        Value: 10.1080/00220671.2018.1552915
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        Text: English
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        PageCount: 16
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      – SubjectFull: Charter schools
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              Text: 2019
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