The Effects of Sustained, Collaborative Professional Learning on Literacy Teachers' Instruction

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

Abstract

The purpose of this presentation is to share the development and findings of a yearlong collaborative literacy professional learning (PL) initiative between a university and a large, highly diverse public school district. The nature of this professional learning initiative invites further examination of collaborative, sustained, and situational elements within professional learning that researchers have found to enhance in-service teachers’ professional learning. Findings suggest that the PL successfully enhanced participants’ literacy instructional knowledge and practice. Participants gained awareness of pedagogical content knowledge and conditional knowledge, both of which are important for strategically planning effective literacy instruction that meets the needs of all students.

Authors

• Allison Ward- Parsons, George Mason University

• Seth A. Parsons, George Mason University

• Corey Ranshaw Sell, Metropolitan State University of Denver

• Lori Wilt Silver, George Mason University

• Christy Irish, George Mason University

• Jennifer Drake-Patrick, George Mason University

• Lois A. Groth, George Mason University

• Erin Marie Ramirez, California State University - Monterey Bay