Abstract
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.
| Original language | English |
|---|---|
| Pages (from-to) | 403-419 |
| Number of pages | 17 |
| Journal | Reading Psychology |
| Volume | 41 |
| Issue number | 5 |
| DOIs | |
| State | Published - Jul 3 2020 |
Keywords
- Literacy development
- ongoing professional development
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