Understanding Our Diverse Classrooms: A Transformative Strategy for Developing School-Wide Professional Development for Literacy Teachers

• In Event: 56.069 - Research in Reading and Literacy SIG IV

Abstract

This paper investigates the practices and attitudes of pre K-8th grade teachers in meeting their students’ literacy learning needs, particularly those who are ELLs. This parallel, mixed-methods study occurred in a high-poverty, urban school district, in which more than a third of the children spoke Spanish as a first language. Quantitative data was gathered through Pohan and Aguilar’s (2001) Professional beliefs about diversity survey. Qualitative data was collected through teacher interviews and two, 40-minute observations during literacy instruction. Such an approach can be used to design professional development that is relevant to the school, the teachers, and the learners they serve, and this approach may serve as a model for professional development in in schools with similar student demographics.

Authors

• Lilly Steiner, Monmouth University

• Kerry C Rizzuto, Monmouth University

• Carolyn A. Groff, Monmouth University