Search results for: Mallozzi Christine A.
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Reflective Practice in an Online Literacy Course: Lessons Learned from Attempts to Fuse Reading and Science Instruction
The researchers were interested in a prospective science teacher’s reflections on the feedback she received from the course instructors. Furthermore, the researchers were interested to examine how her struggle to make sense of an online content literacy course caused the researchers to reflect on several contradictory discourses in the online course that needed addressing before offering it in subsequent semesters. Implications derived from the study’s findings for literacy educators point to the value of collaborating with colleagues in schools of teacher education who have expertise in teaching their specific discipline’s content.
Updated: Oct. 10, 2011
This study focused on a crucial component of literacy coaches’ professional lives – the redelivery of professional development in Reading First. The authors interviewed two literacy coaches in the Georgia Reading First curriculum model about how they redelivered professional development. The coaches negotiate competing discursive forces, frame success and represent their practices in different and complex ways despite the assumed uniformity of Reading First redelivery.
Updated: Jul. 26, 2011