scholarly journals A Synthesis of Professional Development on the Implementation of Literacy Strategies for Middle School Content Area Teachers

RMLE Online ◽  
2009 ◽  
Vol 32 (10) ◽  
pp. 1-12 ◽  
Author(s):  
Deborah K. Reed
Keyword(s):  
Professional Development ◽  
Middle School ◽  
Content Area ◽  
Literacy Strategies ◽  
Content Area Teachers

scholarly journals Teacher Perceptions and Implementation of a Content-Area Literacy Professional Development Program

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Osha Lynette Smith ◽  
Rebecca Robinson
Keyword(s):  
Professional Development ◽  
Teacher Perceptions ◽  
Self Efficacy ◽  
Development Program ◽  
Literacy Skills ◽  
Middle Level ◽  
Professional Development Program ◽  
Content Area ◽  
Literacy Strategies ◽  
Content Area Teachers

The Common Core State Standards recommend that all educators equip students with the literacy skills needed for college and careers. The purpose of this qualitative case study was to examine middle-level content-area teachers’ perspectives on a district-led literacy professional development program and their implementation of the literacy strategies they learned. The conceptual framework included Bruner’s constructivist, Bandura’s self-efficacy, and Knowles’s andragogy theories. These theories informed the investigation of adult learners’ perspectives regarding the way they learn and gain confidence in providing literacy instruction. Eleven English, math, science, and social studies teachers participated in the study through individual interviews. Data were also gathered via classroom observations and lesson plans. The findings of the study indicated that teachers did implement the literacy strategies following the professional development provided despite lacking perceived self-efficacy with these skills. Although teachers saw value in literacy, their perceptions of the professional development were affected by their commitment to content instruction, time constraints, the organization of the professional development, and a forced compliance district mandate.

Enhancing Reading Comprehension in Middle School Classrooms Using a Critical Reading Routine

2019 ◽  
Vol 55 (4) ◽  
pp. 203-213
Author(s):  
Jade Wexler ◽  
Elizabeth Swanson ◽  
Leigh Ann Kurz ◽  
Alexandra Shelton ◽  
Sharon Vaughn
Keyword(s):  
Middle School ◽  
Reading Comprehension ◽  
Middle School Students ◽  
Instructional Methods ◽  
Reading Difficulties ◽  
Content Area ◽  
Critical Reading ◽  
School Students ◽  
Content Area Teachers ◽  
Upper Level

To learn challenging content, middle school students are expected to read and comprehend complex text. This poses challenges for content-area teachers whose classes typically include students with reading difficulties and disabilities who have a variety of literacy needs. Some students struggle to decode text while many students struggle with complex vocabulary and comprehending upper-level concepts. Teachers can use a variety of instructional methods to increase opportunities for students to engage with text to enhance their understanding of concepts and support reading comprehension. This article provides guidance on how teachers can implement a critical reading of text routine that includes peer-mediated instruction. Adaptations to this routine that teachers can use to address students’ differing needs within the same content-area classroom are included. Resources are provided that teachers can use to differentiate and enhance implementation of the routine.

scholarly journals Fostering Literacy Practices in Secondary Science and Mathematics Courses: Pre-service Teachers’ Pedagogical Content Knowledge

2014 ◽  
Vol 16 (1) ◽  
pp. 91 ◽  
Author(s):  
Anne Murray Orr ◽  
Jennifer Mitton Kukner ◽  
D.J. Timmons
Keyword(s):  
High School Students ◽  
Literacy Practices ◽  
Content Area Literacy ◽  
Content Area ◽  
School Students ◽  
Pedagogical Content ◽  
Literacy Strategies ◽  
Content Area Teachers ◽  
And Mathematics ◽  
Mathematics And Science

A significant number of high school students struggle to read textbooks and other course materials and to write successfully in content area courses such as mathematics and science (Kane, 2011). This paper investigates how pre-service teacher education can provide a strong literacy foundation for content area teachers. A pilot study, undertaken as part of an ongoing longitudinal study, examines how secondary pre-service teachers plan to infuse their teaching of secondary mathematics and science with literacy practices.  This paper inquires into the perspectives of six mathematics and science pre-service teachers who were interviewed after completing a course in content area literacy. Pre-service teachers emphasized their growing awareness of how literacy strategies can enhance student learning in their specific subject areas.

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