Teaching Literacy

Paper Summary:

This paper explains that effective and continuing professional development for teachers is critical to successful student literacy programs in elementary schools. The author points out that the ability to measure the results of professional development programs and activities designed to improve student literacy achievement is a challenging task. The paper states that the proposed study uses an evaluative research methodology to determine the worth of the product, procedure, program or curriculum, which has been put into place for literacy teaching in rural schools.

Table of Contents:
Introduction
Statement of the Problem
Nature and Significance of the Problem
Literature Review
What Makes an Effective Teacher?
High Expectations
Knowledge
Instructional Knowledge
Classroom Management
Commitment
Motivations and Intensive Interactions as Part of the Teacher's Responsibility
The Interventions
Challenges Facing the Teachers
School Reforms
Assessing the Impact of Professional Development
Research Proposal Objectives
Research Questions
Methodology
Research Instruments
Summary

From the Paper:

"In terms of organization, rules and procedures should be developed in conjunction with teaching strategies that help students meet their personal and academic needs. Meanwhile, effective communication is the foundation for good classroom management. Communication skills can be divided into two categories: sending skills (used when speaking to someone) and receiving (techniques for becoming a more effective listener). To successfully communicate, a teacher must learn to do some suggested methods."

Sample of Sources Used:

• A+ Foundation. (2006). Alabama Education Policy Primer: A Guide to Understanding K-12 Schools.
• Allington, R. (2002). "What I've Learned About Effective Reading Instruction from a Decade of Studying Exemplary Elementary Classroom Teachers" Phi Delta Kappan, Vol. 83, No. 10: 740-747
• Bailey, D. B., SC Wolery, M. (2002). Teaching infants and preschoolers with disabilities (3rd ed.). New York: Macmillan.
• Berry, B. Hopkins-Thompson, P. Hoke, M. (December 2002). "Assessing and supporting new teachers, lessons from the Southeast," The southeast center for teaching quality Retrieved October 23, 2006 from, http://www.teachingquality.org/resources/SECTQpublications/Inductionlinks.htm
• Charles, C & Mertler, C. (2002). Introduction to educational research (4th Ed.). Boston, MA: Allyn & Bacon

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