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Full-Text Articles in Other Teacher Education and Professional Development

The Professional Development Practices Of Two Reading First Coaches, Charlotte A. Mundy, Dorene D. Ross, Melinda M. Leko Jul 2012

The Professional Development Practices Of Two Reading First Coaches, Charlotte A. Mundy, Dorene D. Ross, Melinda M. Leko

Reading Horizons: A Journal of Literacy and Language Arts

To establish job-embedded, ongoing professional development recent policies and initiatives required that districts appoint school-based coaches. The Reading First Initiative, for example, created an immediate need for coaches without a clear definition of coaches’ responsibilities. Therefore, the purpose of this case study was to investigate how two Reading First coaches interpreted and enacted their professional development responsibilities. Cross-case analyses identified similarities and differences in coaches’ enactments. Findings revealed that while each coach engaged in similar professional development responsibilities (e.g. modeling, observing, and classroom walkthroughs) their approach to these responsibilities differed — collaborative versus expert driven. These differences in approaches indicate ...


Building Conceptual Understanding Through Vocabulary Instruction, William H. Rupley, William Dee Nichols, Maryann Mraz, Timothy R. Blair Jul 2012

Building Conceptual Understanding Through Vocabulary Instruction, William H. Rupley, William Dee Nichols, Maryann Mraz, Timothy R. Blair

Reading Horizons: A Journal of Literacy and Language Arts

Instructional design is an integral part of a balanced approach to teaching vocabulary instruction. This article presents several instructional procedures using research-based vocabulary strategies and explains how to design and adapt those strategies in order to reach desired learning outcomes. Emphasis is placed on research-based principles that guide effective vocabulary instruction and on the importance of incorporating vocabulary instruction into all phases of the reading lesson framework--before, during, and after reading (Blair, Rupley, & Nichols 2007; Vacca, Vacca, & Mraz 2011). Vocabulary instruction should encourage students to make associations and accommodations to their experiences and provide them with varied opportunities to practice, apply, and discuss their word knowledge in meaningful contexts (Beck & McKeown, 2002; Rupley & Nichols, 2005). The ultimate goal of teaching vocabulary is for the students to expand, refine, and add to their existing conceptual knowledge and enhance their comprehension and understanding of what they read (Baumann, Font, Edwards, & Boland , 2005; Stahl & Fairbanks, 1986). This article seeks to provide educators with both a theoretical framework and practical classroom instructional suggestions for doing so.


Establishment And Maintenance Of Academic Optimism In Michigan Elementary Schools: Academic Emphasis, Faculty Trust Of Students And Parents, Collective Efficacy, Jill Van Hof Apr 2012

Establishment And Maintenance Of Academic Optimism In Michigan Elementary Schools: Academic Emphasis, Faculty Trust Of Students And Parents, Collective Efficacy, Jill Van Hof

Dissertations

In response to heightened standards and calls for accountability, schools have dramatically intensified their work to meet the growing challenges. Schools require strategies for improvement that will transcend demographic factors such as SES. Research has shown the construct of academic optimism as contributing to student achievement despite a school’s socio-economic status (Goddard, LoGerfo, & Hoy, 2004; Goddard, Sweetland, & Hoy, 2000; Hoy, 2002; Hoy & Miskel, 2005; Hoy & Sabo, 1998; Hoy & Tarter, 1997; Hoy, Tarter, & Kottkamp, 1991; Hoy, Tarter, & Woolfolk, 2006; McGuigan & Hoy, 2006; Smith & Hoy, 2001; Tschannen-Moran, Hoy, & Hoy, 2000).

There exists, at the elementary level, a lack of research that describes conditions contributing to academic optimism. This research helps to fill that void by identifying, describing, and categorizing the norms, behaviors, strategies, and other pertinent characteristics that exist in a low-SES school that has established and is maintaining an academically optimistic environment.

Via two illustrative and critical-instance case studies in Michigan low-SES, and high-achieving elementary schools, this research describes the work and characteristics of an academically optimistic environment. Study results identify, describe, and categorize elementary school level norms, behaviors, strategies, and building characteristics that may have contributed to the development of one or more of the properties of academic optimism: academic emphasis, collective efficacy, and faculty trust.

Analysis of field-notes from observations, interviews, focus groups; and document reviews revealed two sets of deductive and inductive themes: five primary themes and three secondary themes. Primary themes include: expectations/goals, alignment, collaboration, communication, and a needs awareness/care ...