Teachers Learning Together: Faculty Book Clubs as Professional Development in an Urban Middle School.Reportar como inadecuado

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Although much has been written about the effectiveness of book clubs (also known as literature circles) as one approach to reading and discussing literature in the classroom, M.A. George (1998) found that adolescent literature as a genre and book clubs as an instructional approach were being underutilized in a group of New York City middle schools. The discovery that teachers at one middle school were not integrating much adolescent literature into their literature programs led one researcher to build on this framework and to initiate and evaluate a staff development program in which urban middle school teachers participated in faculty book clubs as a means of reading and discussing adolescent literature. The study explored whether this approach to professional development impacted the participants' teaching and curriculum planning and their students' reading habits. Twenty-three people involved in teaching voluntarily participated in the faculty book clubs at some point over a year and a half. During the first semester, the researcher was a participant observer; during the second year he was a literacy staff developer in the school. The clubs met 20 times for 30 minutes each time. Participants were surveyed about their perceptions. A qualitative/phenomenological/ethnographic approach to data collection and analysis was employed. Data analysis indicated that faculty book clubs are indeed an effective approach to literacy staff development. As a result of the experience, the core teachers who participated had the opportunity to reflect on their beliefs and practice, to actively engage in the learning process, and to incorporate different works of literature and instructional strategies into their classrooms. (Contains 21 references.) (NKA)

Descriptors: Adolescent Literature, Educational Research, Ethnography, Instructional Effectiveness, Middle School Teachers, Middle Schools, Professional Development, Teacher Role, Teacher Surveys, Urban Education

Autor: George, Marshall A.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=5433&id=ED452571

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