Supporting Best-Practice Literacy Instruction Utilizing National Standards: A Gradual-Release Model for Developing Site-Based Literacy Leaders

Autor/inn/en	Sableski, Mary-Kate; Arnold, Jackie Marshall
Titel	Supporting Best-Practice Literacy Instruction Utilizing National Standards: A Gradual-Release Model for Developing Site-Based Literacy Leaders
Quelle	In: Journal of Catholic Higher Education, 36 (2017) 2, S.217-237 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1948-5891
Schlagwörter	Best Practices; Literacy Education; Catholics; Decision Making; Common Core State Standards; Elementary Schools; College School Cooperation; Guidelines; Educational Change; Teaching Methods; Communities of Practice; Partnerships in Education; Religious Education; Faculty Development; Catholic Educators; Elementary School Students + Suchen Sie Ihr Suchwort? Katholik; Decision-making; Entscheidungsfindung; Common core curriculum; Curriculum; Kerncurriculum; Elementary school; Grundschule; Volksschule; Richtlinien; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Community; Hochschulpartnerschaft; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Katholische Erziehergemeinschaft
Abstract	Catholic elementary and secondary schools across the country recently adopted standards reflective of the Common Core State Standards to align instruction with state and national guidelines requiring the revision of curriculum and the adjustment of instruction to meet the new standards from an ideological model. This article describes a qualitative study examining a literacy professional development initiative that brought together a Catholic university and archdiocesan Catholic elementary schools to discuss how to best accomplish this task. Themes that resulted from data analysis include a focus on research-based "best practice" instruction, the value of a professional learning community across the archdiocese, and the importance of a gradual-release model to support effective decision making in the Catholic elementary school context in curriculum revision. These themes demonstrate the benefits of a Catholic university-Catholic elementary school partnership in supporting teachers' collaborative relationships within their own schools and across partner schools as they make ideological curricular and instructional decisions. (As Provided).
Anmerkungen	Association of Catholic Colleges and Universities. 1 Dupont Circle Suite 650, Washington, DC 20036. Tel: 202-457-0650; Fax: 202-728-0977; e-mail: accu@accunet.org; Web site: http://www.accunet.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01