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Teacher study groups: A strategic approach to promoting students' literacy development
Lefever, Shirley Wilson, Cindy Moore, Elizabeth Kent, Andrea Hopkins, Scott
Lefever, Shirley
Wilson, Cindy
Moore, Elizabeth
Kent, Andrea
Hopkins, Scott
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2003-05
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Article
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Keywords
Student literacy,Literacy development
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Citation
Lefever-Davis, S., Wilson, C., Moore, E., Kent, A., & Hopkins, S. (2003). Teacher study groups: A strategic approach to promoting students' literacy development. Reading Teacher, 56(8), 782-784.
Abstract
Changing classroom demographics and increasing demands for a more highly educated population have given rise to increased calls for education reform across the United States. In order to make meaningful, dynamic differences in the quality of education for students, educators and school districts must find professional development opportunities for teachers that are sustainable over a long period, are teacher-led in collaboration with peers, are based on meaningful inquiry, and are inexpensive. One such response to these demands is the creation of Professional Development and Inquiry Groups (Clark, 2001). In these groups, teachers meet to converse and to study teaching and learning. Such groups, also called teacher study groups (TSGs), are forming across the United States as teachers approach professional development as a way to learn about teaching and learning through conversation.
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Publisher
International Reading Association
Journal
Book Title
Series
The Reading Teacher
v.56 no.8
v.56 no.8
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0034-0561
1936-2714
1936-2714