"The More I Do, the More I Figure Out What's Going On": Middle-Level Teachers' Experiences With Professional Development on Literacy in the Content Areas

• In Event: 29.049 - Disciplinary Literacy Instruction

Abstract

Researchers have documented teachers’ professional growth as a complex interaction of individual differences and contextual factors. To analyze professional learning in context, this study chronicled the experiences of 26 middle level teachers in a project designed to enhance literacy in the content areas. Researchers analyzed project reports, lesson observations, interviews and student writing samples to document perceptions of professional development experiences, the impact of these experiences, and student responses. The project fostered new knowledge and stronger beliefs in a natural progression. Participants demonstrated more sophisticated implementation with discussions and content instruction than they did with writing instruction. Results suggest that participants may need more guidance and support to implement writing in the content areas as the project continues.

Authors

• David B. Strahan, Western Carolina University

• Kelly N Tracy, Western Carolina University

• Shannon R. Montgomery, University of North Carolina - Charlotte