Teaching Reading in High-Poverty Schools: Extended Case Studies of Influential Teacher Learning Structures

• In Event: Exploring Models of Literacy Instruction

Abstract

Teacher literacy learning has critical implications, particularly for students in high-poverty schools, yet little known about what learning structures inform classroom instructional practices. Through an extended case study with 1st through 5th grade teachers, this study explores which learning structures teachers working in high poverty environments report as most influential on their reading instruction, and how that learning is instantiated classroom practices. Findings include four cases of 7 teachers analyzed through Vygotskian theory illustrate how site-embedded professional development and mentoring might be better suited for internalization where those facilitating interactions know the others well.

Author

• Kristin Keane, Stanford University