Professional Learning for Teachers of Nonacademic Disciplines Working in Underperforming Secondary Schools

Autor/inn/en	Smit, Julie; Millett, Stephanie
Titel	Professional Learning for Teachers of Nonacademic Disciplines Working in Underperforming Secondary Schools
Quelle	In: Teacher Educator, 56 (2021) 3, S.305-326 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smit, Julie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0887-8730
DOI	10.1080/08878730.2021.1892250
Schlagwörter	Low Achievement; Institutional Characteristics; Teaching Methods; Literacy Education; Content Area Reading; Content Area Writing; Military Training; Case Studies; Faculty Development; Teacher Improvement; Masters Programs; Graduate Students; Teacher Characteristics; Nonprofit Organizations; Pedagogical Content Knowledge; Armed Forces; Veterans; Educational Improvement; High School Teachers; Communities of Practice; Teacher Attitudes + Suchen Sie Ihr Suchwort? Unterdurchschnittliche Leistung; Teaching method; Lehrmethode; Unterrichtsmethode; Sinnerfassendes Lesen; Schriftliche Übung; Militärausbildung; Case study; Fallstudie; Case Study; Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Nonprofit-Organisation; Pädagogische Kompetenz; Military; Militär; Kriegsteilnehmer; Veteran; Teaching improvement; Unterrichtsentwicklung; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Community; Lehrerverhalten
Abstract	This single intrinsic case study utilized complexity theory to explore a complicated narrative of in-service professional learning for teachers undergoing improvement plans in underperforming schools. This study is bounded within a master's level online graduate course. We focused on the literacy learning of one student in the course, a U.S. Army Junior Reserve Officers' Training Corps instructor who initially experienced difficulties implementing content area literacy approaches in his curriculum. These approaches were mandated by a nonprofit organization working with his school to improve test scores. The same organization also collaborated with and monitored the online graduate course to ensure that specific approaches were taught to teachers. Our goal was to use disciplinary literacy approaches to explore the unique literacy needs of subject area teachers. This study speaks to the gap between disciplinary and content area literacy approaches in in-service teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01