Porous Pathways are Better than One

• In Event: Examining Literacy Across Contexts to Read the World

Abstract

To promote shared literacy language, evidence-based literacy practice, and commitment to multilingual students across in-service and pre-service teachers, this study examined a dual pathway approach to professional development (PD). Twenty-eight in-service and pre-service teacher pairs engaged in aligned PD. Results from classroom observations showed statistically significant growth for pre-service and in-service teachers on taught practices and statistically higher scores than teachers not receiving the PD. This research promotes porousness between spaces in university-school partnerships.

Authors

• Sabina Neugebauer, Temple University

• Lia Sandilos, Lehigh University

• Karen Liebner, Temple University