TY - JOUR
T1 - Supporting Middle School Language Arts Teachers Through Professional Development
AU - Smith, Nichole L
AU - Williams, Brian K
PY - 2020/7/3
Y1 - 2020/7/3
N2 - In this study, language arts teachers in one middle school participated in ongoing professional development. As part of this professional development, participants engaged in face-to-face professional development sessions, observations/classroom walk-throughs and reflections. Researchers examined the participants’ pre- and post- professional development survey responses to determine the professional development’s overall impact. Findings show the participants’ perceptions of literacy and the impact of a sustained professional development program on their practice. Overall, the participants indicated they were more confident in their teaching of literacy skills and strategies as a result of their participation in the professional development; continued professional development is welcome and needed.
AB - In this study, language arts teachers in one middle school participated in ongoing professional development. As part of this professional development, participants engaged in face-to-face professional development sessions, observations/classroom walk-throughs and reflections. Researchers examined the participants’ pre- and post- professional development survey responses to determine the professional development’s overall impact. Findings show the participants’ perceptions of literacy and the impact of a sustained professional development program on their practice. Overall, the participants indicated they were more confident in their teaching of literacy skills and strategies as a result of their participation in the professional development; continued professional development is welcome and needed.
KW - Literacy development
KW - ongoing professional development
UR - https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85086773915&origin=inward
UR - https://www.scopus.com/inward/citedby.uri?partnerID=HzOxMe3b&scp=85086773915&origin=inward
U2 - 10.1080/02702711.2020.1768984
DO - 10.1080/02702711.2020.1768984
M3 - Article
SN - 0270-2711
VL - 41
SP - 403
EP - 419
JO - Reading Psychology
JF - Reading Psychology
IS - 5
ER -