A professional development project with early literacy teachers: Partners in change

Reading Teacher

Volumn 57, Issue 7, 2004, Pages 662-669

  Morrow, Lesley Mandel ^a   Casey, Heather Kenyon ^a  

^a RUTGERS UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 2542632097     PISSN: 00340561     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Review

References (13)

1. Center on English Learning and Achievement. (2002, Winter). Effective professional development begins in the classroom. English Update, pp. 1-2.
2. Darling-Hammond, L., & McLaughlin, M.W. (1995). Policies that support professional development in the era of reform. Phi Delta Kappan, 76, 597-604.
3. Duffy, G. (2002). Spitting into the wind: Arguing for mindful teachers In the face of a trend to minimize teacher development. Paper presented for the National Invitational Conference on Improving Reading Achievement Through Professional Development, Washington, DC.
4. Learning First Alliance. (2000). Every child reading: A professional development guide. Washington, DC: Author.
5. Lyons, C., & Pinnell, G.S. (2001). Systems for change in literacy education. Portsmouth, NH: Heinemann.
6. Morrow, L.M. (2003). Organizing and managing the language arts block: A professional development guide. New York: Guilford.
7. Morrow, L.M., Casey, H., & Haworth, C. (2003). Staff development for early literacy teachers: A plan to facilitate change. In D. Barone & L.M. Morrow (Eds.), Literacy and young children: Research-based practices (pp. 3-22). New York: Guilford.
8. Morrow, L.M., Tracey, D., Woo, D., & Pressley, M. (1999). Characteristics of exemplary first-grade literacy instruction. The Reading Teacher, 52, 462-476.
9. National Staff Development Council & National Association of Elementary School Principals. (1995). Standards for staff development: Elementary school edition. Alexandria, VA: National Staff Development Council.
10. Pressley, M., Allington, R., Wharton-McDonald, R., Block, C.C., & Morrow, L.M. (2001). Learning to read: Lessons from exemplary first-grade classrooms. New York: Guilford.
11. Sparks, D., & Loucks-Horsley, S. (1990). Models of staff development. In R. Houston (Ed.), Handbook of research on teacher education (3rd ed., pp. 234-250). New York: Macmillan.
12. Strickland, D.S. (2002). Improving reading achievement through professional development. In M. Kamil, J.B. Manning, & H. Walberg (Eds.), Successful reading instruction (pp. 103-117). Greenwich, CT: Information Age Publishing & Laboratory for Student Success.
13. Taylor, B.M., Pressley, M., & Pearson, P.D. (2002). Research supported characteristics of teachers and schools that promote reading achievement. In B.M. Taylor & P.D. Pearson (Eds.), Teaching reading: Effective schools, accomplished teachers (pp. 361-374). Mahwah, NJ: Erlbaum.