A School-University Partnership’s Use of Action Research as an In-Service Clinical Response Initiative to Develop the Literacy-Based Instructional Practices of Teachers

• In Event: Roundtable Session 12
  In Roundtable Session: Diverse Perspectives on Professional Development School Partnerships

Abstract

A school-university partnership addressed the problem of inadequate student literacy skills by creating an action research-based professional development program to assist high school teachers. Results indicated that teachers used their action research findings to inform their practice, theory, and/or research, based in literacy skills, to assist students, colleagues, and pre-service educators. Concepts such as modeling best practices, multiple methods of measurement for assessment, the use of higher-order thinking skills, transition time to a new or re-visited literacy-based task or theory, and the pertinence of engagement all emerged as important elements for in-service practice as well as enhancement of student learning.

Authors

• David A. Walker, Northern Illinois University

• Portia Marion Downey, Northern Illinois University