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The Journal of Educational Research Volume 112, 2019 - Issue 4
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Original Articles

Longitudinal literacy professional development in an urban elementary charter school

Allison Ward ParsonsCollege of Education and Human Development, George Mason University, Fairfax, Virginia, USA;
,
Seth A. ParsonsCollege of Education and Human Development, George Mason University, Fairfax, Virginia, USA; Correspondence[email protected]
,
Stephanie L. DodmanCollege of Education and Human Development, George Mason University, Fairfax, Virginia, USA;
,
Leila Richey NulandCollege of Education and Human Development, George Mason University, Fairfax, Virginia, USA;
,
Melissa PierczynskiCollege of Education, Grand Valley State University, Michigan, USA;
&
Erin M. RamirezDepartment of Education and Leadership, California State University, Monterey Bay, Seaside, California, USA
Pages 447-462 | Received 25 May 2018, Accepted 17 Nov 2018, Published online: 17 Feb 2019
 
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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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