Kinnucan-Welsch, K., Rosemary, & C., Grogan, P. (2006). Accountability by design in literacy professional development. The Reading Teacher, 27(2), 426-435.
Author: Kinnucan-Welsch, K., Rosemary, & C., Grogan, P.
The authors outline a professional development program in Ohio with two primary goals: to disseminate foundational knowledge about literacy to K-3 teachers, and to help districts sustain high-quality professional development. Through a series of professional development sessions, teachers learn the theoretical foundations guiding literacy pedagogy, as well as planning, teaching, and assessing students. The authors outline six design principles that helped guide teachers and reading coaches through the program and in improving their own teaching and coaching practices. The article concludes with questions for future research, especially concerning establishing a clear link between professional development, teacher learning, and student achievement.
Date Added: 10/12/2006
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