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Full-Text Articles in Education
Reading: The Conferences, Kathryn Kinnucan-Welsch
Reading: The Conferences, Kathryn Kinnucan-Welsch
Kathryn A. Kinnucan-Welsch
The theme of this issue of Reading Horizons is exemplary practice, and as I recall, several of the sessions from the annual conference of the International Reading Association it becomes clear how central the concept of teacher as professional is to exemplary practice. One session in particular — Teacher Preparation and Staff Development: Lessons from New Zealand — presented by Debra Elliot and colleagues provided some food for thought in considering the teacher as professional. In discussing current models of student teaching, which is of course a critical component to the development of the teacher as professional, Stephanie Steffey from …
Improving Literacy Teaching Through Structured Collaborative Inquiry In Classroom And University Clinical Settings, Catherine Rosemary, P. Freppon, Kathryn Kinnucan-Welsch
Improving Literacy Teaching Through Structured Collaborative Inquiry In Classroom And University Clinical Settings, Catherine Rosemary, P. Freppon, Kathryn Kinnucan-Welsch
Kathryn A. Kinnucan-Welsch
No abstract provided.
Conversation And The Development Of Learning Communities, Kathryn Kinnucan-Welsch, Patrick Jenlink
Conversation And The Development Of Learning Communities, Kathryn Kinnucan-Welsch, Patrick Jenlink
Kathryn A. Kinnucan-Welsch
The process of designing social systems, including educational systems, is most likely to contribute to sustainable systems if the context for the design process is that of community. From a systems perspective, the people who serve the system and those who are served and affected by the system constitute the designing community (Banathy, 1996). The concept of design of professional learning communities for educators is particularly critical as we face the 21st century, given the historically dismal prospects for meaningful, substantive, professional development for teachers and other practitioners (Wilson & Berne, 1999). The purpose of this chapter is to examine …
Accountability By Design In Literacy Professional Development, Catherine Rosemary, Patricia Grogan, Kathryn Kinnucan-Welsch
Accountability By Design In Literacy Professional Development, Catherine Rosemary, Patricia Grogan, Kathryn Kinnucan-Welsch
Kathryn A. Kinnucan-Welsch
This article identifies the principles of high-quality professional development based on research and explores how the principles were used to examine the Literacy Specialist Project (LSP) in Ohio. It discusses how each principle was related to literacy professional development using examples from the LSP, reports data from the project about teacher and student learning, and presents implications and additional questions related to accountability systems for professional development.
Strategic Teaching And Strategic Learning In First Grade Classrooms, Kathryn Kinnucan-Welsch, Dodie Magill, Marie Dean
Strategic Teaching And Strategic Learning In First Grade Classrooms, Kathryn Kinnucan-Welsch, Dodie Magill, Marie Dean
Kathryn A. Kinnucan-Welsch
In this article the authors describe Reading Express, a collaborative program which brings together the expertise of first-grade teachers and Reading Recovery teachers to support all first-grade children in literacy development. In the Reading Express program, the Reading Recovery teachers spend one hour per day in each of the first grade classrooms. This time is spent in both whole class as well as small group instruction. The results of Reading Express have been positive for both first-grade children as well as teachers. End-of-year text-level scores and other data indicate that the program is having a positive impact on students' literacy …