Longitudinal literacy professional development in an urban elementary charter school
Abstract
The authors describe a school-university professional development partnership in a high-needs urban elementary charter school. University and school partners collaborated to build instructional capacity to develop teachers’ understanding and implementation of effective literacy instruction. Design-based research revealed increased understanding and implementation of effective literacy practices among school leaders and teachers. Findings revealed the importance of administrative stability; coaching support; and a focused, school-wide instructional vision.
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The role of school leaders-both administrators and teacher leaders-in the professional development process is an important influence on its outcomes.
“The role of school leaders-both administrators and teacher leadersin PD process is an important influence on its outcomes (Kindall et al., 2018;Parsons et al., 2019;Taylor et al., 2011).”
From Exploring the role of instructional leaders in promoting agency in teachers’ professional learning (2024) · cites this paper as Parsons et al., 2019
Cites
Lave, J., & Wenger, E. (1991) · Cambridge University Press eBooks · doi:10.1017/cbo9780511815355 · Cited by 33,219 · see citing works
Situated Cognition and the Culture of Learning
Brown, J. S., Collins, A., & Duguid, P. (1989) · Educational Researcher · doi:10.3102/0013189x018001032 · Cited by 13,645 · see citing works
Hill, H. C., Blunk, M. L., Charalambous, C. Y., Lewis, J. M., Phelps, G. C., Sleep, L., & Ball, D. L. (2008) · Cognition and Instruction · doi:10.1080/07370000802177235 · Cited by 996 · cited 1× · see citing works
“When teachers have strong knowledge of content and pedagogy, student learning increases (Desimone, Smith, & Phillips, 2013; Hill et al., 2008).”
BackgroundGersten, R., Dimino, J., Jayanthi, M., Kim, J. S., & Santoro, L. E. (2010) · American Educational Research Journal · doi:10.3102/0002831209361208 · Cited by 198 · see citing works
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Exploring the role of instructional leaders in promoting agency in teachers’ professional learning
Robertson, D. A., Padesky, L. B., Thrailkill, L. “., Kelly, A., & Brock, C. H. (2024) · International Journal of Professional Development, Learners and Learning · doi:10.30935/ijpdll/14058 · Cited by 2 · see citing works
“The role of school leaders – both administrators and teacher leaders – in PD process is an important influence on its outcomes (Kindall et al., 2018; Parsons et al., 2019; Taylor et al., 2011).”
Background
- Authors
- Ward Parsons, A., Parsons, S. A., Dodman, S. L., Nuland, L. R., Pierczynski, M., & Ramirez, E. M.
- Affiliations
- College of Education and Human Development, George Mason University, Fairfax, Virginia, USA;
- George Mason University (US)
- Grand Valley State University (US)
- California State University, Monterey Bay (US)
- Corresponding author
- Parsons, Seth A.
- Venue
- The Journal of Educational Research
- Publisher
- Informa UK Limited
- Published
- 2019-02-17
- Volume
- 112
- Issue
- 4
- Pages
- 447-462
- ISSN
- 0022-0671 (ISSN-L)
- 1940-0675
- OpenAlex
- W2913650905
- Cited by
- 12
- References
- 4
- Citations by year
- 2026: 1 · 2025: 1 · 2024: 3 · 2023: 4 · 2022: 2 · 2019: 1
- FWCI
- 2.02
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- The Journal of Educational Research (publishedVersion)
- RePEc: Research Papers in Economics (submittedVersion)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Decision Sciences › Information Systems and Management › Educational Assessment and Improvement
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Keywords
- literacy education, teacher professional development, university-school partnership, charter schools, urban elementary schools, instructional capacity, coach support, administrative stability, school leadership, high-need schools
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