Adding Layers of Support: Alabama's Program Helps Site-Based Coaches Succeed

Autor/in	Norton, John
Titel	Adding Layers of Support: Alabama's Program Helps Site-Based Coaches Succeed
Quelle	In: Journal of Staff Development, 28 (2007) 1, S.20-25 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0276-928X
Schlagwörter	Teaching Methods; Reading Instruction; Literacy; Faculty Development; Partnerships in Education; Tutors; Alabama; North Carolina + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Leseunterricht; Alphabetisierung; Schreib- und Lesefähigkeit; Hochschulpartnerschaft; Förderlehrer; Lehrender; Tutor
Abstract	Alabama Reading Initiative (ARI) is a multiyear effort to implement a scientifically based approach to reading instruction in all schools with grades K-3. Since 1998, using a process of continuous evaluation and improvement, the Alabama Reading Initiative has fashioned a multilayered professional development system that now trains and supports more than 1,000 school-based coaches working in ARI schools. The ARI model is recognized as a literacy program that successfully improves student learning and teacher practice by the National Staff Development Council, National Education Association, and University of North Carolina Greensboro as part of NSDC's results-based staff development initiative. This model is built on vertical collaboration. This paper presents how the Alabama Reading Initiative developed a new reading coach. (ERIC).
Anmerkungen	National Staff Development Council. 5995 Fairfield Road Suite #4, Oxford, OH 45056. Tel: 513-523-6029; Fax: 513-523-0638; e-mail: NSDCoffice@nsdc.org; Web site: http://www.nsdc.org/news/jsd/index.cfm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10