Learning From Text: Examining Changes in Teacher Thinking and Practice in Advanced Placement Environmental Science

• In Event: Poster Session 8
  In Poster Session: Teacher Education Across the Disciplines

Abstract

This comparative case study examines teacher thinking and practices for learning from text in a project-based approach to Advanced Placement (AP) Environmental Science. The Interconnected Model for Professional Growth (Clarke & Hollingsworth, 2002) is used to analyze changes in teacher thinking and practice related to teacher enactment of learning from text, examining in particular how teachers frame the purpose for reading, support student understanding, and how they hold students accountable for their learning. Findings from this study contribute to the fields of adolescent literacy and teacher learning by adding to theory about a particularly hard-to-learn (Billet, 2006) aspect of secondary content instruction: learning from text.

Author

• Sara Nachtigal, University of Washington - Seattle