Teaching Literacy Through Historical Inquiry and Collaboration

• In Event: AERA Poster Session 7
  In Poster Session: Innovations in Literacy Research, Theory, and Practice: Poster Session 2

Abstract

The primary purpose of this study was to assess the participants’ improvement in teaching literacy skills through an intensive professional development program. For one academic year, a cohort of 13 participants received intensive professional development while exercising collaboration with peer teachers and university faculty. The professional development program, titled Teach Literacy through Historical Inquiry (THLI), was part of a grant-funded project designed to build capacity and foster collaboration among English and social studies teachers. The results demonstrated that participants improved their use of literacy-based instructional practices, their classroom students increased their literacy academic achievement and the participants demonstrated growth in leadership and collaboration skills with peers.

Authors

• Mabel O. Rivera, University of North Carolina-Pembroke

• Serina A. Cinnamon, University of North Carolina at Pembroke