Addressing the complexities of literacy and urban teaching in the USA: strategic professional development as intervention
Document Type
Article
Publication Date
3-1-2012
Abstract
Teaching quality impacts classroom instruction. Teaching is difficult, demanding and draining work; teaching in urban environs exacerbates the difficulties, the demands and the complexities of teaching. Through the eyes of an assistant superintendent, charged with implementing a new vision for literacy teaching and learning, this manuscript describes an intervention study conducted in a large, Southern urban district in the USA, designed to build upon and expand teacher knowledge initially acquired through teacher education. The intervention was designed to increase efficacy in an effort to halt the decline of student outcomes by standardizing literacy teaching across kindergarten through third grade. © 2012 Copyright Taylor and Francis Group, LLC.
Publication Source (Journal or Book title)
Teaching Education
First Page
25
Last Page
50
Recommended Citation
Dowell, M. (2012). Addressing the complexities of literacy and urban teaching in the USA: strategic professional development as intervention. Teaching Education, 23 (1), 25-50. https://doi.org/10.1080/10476210.2011.622040