This evaluation uses six fourth and fifth grade urban teachers and their classrooms and examines the extent to which these teachers' pedagogy reflects research-based practice in literacy after participating in a two-year partnership with the Delaware Reading Project. It considers the characteristics of the professional development in which these teachers participated. In addition, it explores a literacy intervention consistent with the school's improvement plan that teachers implemented. In the role of evaluator, I analyzed the results from a survey of the teachers, classroom observations, and interviews. At the conclusion of the two-year partnership, teachers reported significant changes in student motivation to read, community among students, and the use of a classroom instructional organization that reflects balance in grouping and teacher-student led discussions. Related to my findings, I recommend key features for effective professional development: a content/pedagogical focus that includes higher-order teaching strategies and analysis of teaching and learning, active learning, coherence with school and district goals, sustained time and duration, and organizational support.The readability of the passages in the basal readers is on-gradc level; fourth and fifth grade students reading below grade level were therefore ... methods thai arc less leach er-di reeled, and stress high levels of student engagement (Taylor, Pearson, Clark, aamp; Walpole, 2000). ... teachers emphasize small group strategy instruction with less aquot;teacher Idlingaquot; and more aquot;coaching as an interactive styleaquot; ( p.
|Title||:||An Evaluation of a University-school Elementary Literacy Partnership|
|Author||:||Christine M. Evans|
|Publisher||:||ProQuest - 2008|