Just showing up: Supporting early literacy through teachers' professional communities

Phi Delta Kappan

Volumn 82, Issue 9, 2001, Pages 675-680

  Ladson Billings, Gloria ^a   Gomez, Mary Louise ^a  

^a UNIVERSITY OF WISCONSIN MADISON   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0005618443     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: 10.1177/003172170108200908     Document Type: Article

References (9)

1. Such school districts as Ann Arbor, Mich.; Chapel Hill, N.C.; Shaker Heights, Ohio; and Evanston, Ill., have experienced similar disparities between the performance of white, middle-income students and that of students of color and students living in poverty.
2. All school names used in this article are pseudonyms.
3. Caroline Clark et al., "Conversation as Dialogue: Teachers and Researchers Engaged in Conversation and Professional Development," American Educational Research Journal, vol. 33, 1996, pp. 193-231.
4. See Kenneth M. Zeichner, "Traditions of Practice in U.S. Preservice Teacher Education Programs," Teaching and Teacher Education, vol. 9, 1993, pp. 1-13;
5. Marilyn Cochran-Smith and Susan L. Lytle, eds., Inside/Outside: Teacher Research and Knowledge (New York: Teachers College Press, 1993);
6. Mary Louise Gomez and B. Robert Tabachnick, "Telling Teaching Stories," Teaching Education, vol. 4, 1992, pp. 129-38;
7. Gloria Ladson-Billings, "Shut My Mouth Wide Open: Conversations Among Eight Successful Teachers of African American Students," in Conrad Kottak et al., eds., The Teaching of Anthropology: Problems, Issues, and Decisions (Mountain View, Calif.: Mayfield Publishing, 1996), pp. 342-52.
8. In addition to the authors, our research team included two graduate students, Janice Kroeger and Jennifer Rushneck.
9. Linda Winfield, "Teacher Beliefs Toward Academically At-Risk Students in Inner-Urban Schools," Urban Review, vol. 9, 1986, pp. 253-67.