Publication Cover
Teacher Development
An international journal of teachers' professional development
Volume 19, 2015 - Issue 4
390
Views
10
CrossRef citations to date
0
Altmetric
Articles

We modify each other’s lessons: the role of literacy work circles in developing professional community

, &
Pages 445-460 | Received 23 Oct 2012, Accepted 11 Feb 2014, Published online: 20 Aug 2015

References

  • Arhar, J., J. H. Johnston, and G. C. Markle. 1989. “The Effects of Teaming on Students.” Middle School Journal 20 (3): 24–27.
  • Atwell, N. 1990. Coming to Know: Writing to Learn in the Intermediate Grades. Portsmouth, NH: Heinemann.
  • Barth, R. 1990. Improving Schools from Within. San Francisco: Jossey-Bass.
  • Berman, I., and G. Biancarosa. 2005. Reading to Achieve: A Governor’s Guide to Adolescent Literacy. Washington, DC: National Governors Association Center for Best Practices.
  • Biancarosa, G., and C. E. Snow. 2006. Reading Next – A Vision for Action and Research in Middle and High School Literacy: A Report to Carnegie Corporation of New York. 2nd ed. Washington, DC: Alliance for Excellent Education.
  • Bouillion, L. M., and L. M. Gomez. 2001. “Connecting School and Community with Science Learning: Real World Problems and School-Community Partnerships as Contextual Scaffolds.” Journal of Research in Science Teaching 38 (8): 878–898.
  • Bryk, A., E. Camburn, and K. S. Louis. 1999. “Professional Community in Chicago Elementary Schools: Facilitating Factors and Organizational Consequences.” Educational Administration Quarterly 35 (5): 751–781.
  • Bryk, A. S., and B. Schneider. 2002. Trust in Schools: A Core Resource for Improvement. New York: Russell Sage Foundation.
  • Cochran-Smith, M., and S. L. Lytle. 1999. “Teacher Learning in Professional Communities: Three Knowledge–Practice Relationships.” In Review of Research in Education, edited by P. D. Pearson and A. Iran-Nejad. Vol. 24, 251–307. Washington, DC: American Educational Research Association.
  • Cochran-Smith, M., and S. L. Lytle. 2001. “Beyond Certainty: Taking an Inquiry Stance on Practice.” In Teachers Caught in the Action: Professional Development that Matters, edited by A. Lieberman and L. Miller, 45–58. New York: Teachers College Press.
  • Corbin, J., and A. Strauss. 2008. Basics of Qualitative Research: Grounded Theory Procedures and Techniques. Newbury Park: Sage.
  • D’Amico, L. M. 2005. “The Center for Learning Technologies in Urban Schools: A Case of Design-Based Research in Education.” Unpublished Meta Study Case Report. Accessed June 5, 2012. http://www.lrdc.pitt.edu/metastudy/pdf/letus_final2006.pdf
  • Dickinson, T. S., and T. O. Erb. 1997. We Gain More than We Give: Teaming in the Middle School. Columbus: National Middle School Association.
  • Dufour, R. 2004. “What is a Professional Learning Community?” Educational Leadership 61 (8): 6–11.
  • Dufour, R., R. Dufour, and R. Eaker. 2008. Revisiting Professional Learning Communities at Work: New Insights for Improving Schools. Bloomington: Solution Tree Press.
  • Dufour, R., and R. Eaker. 1998. Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement. Bloomington: Solution Tree.
  • Eisenhardt, K. M., and M. E. Graebner. 2007. “Theory Building from Cases: Opportunities and Challenges.” Academy of Management Journal 50 (1): 25–32.
  • Erb, T. O., and C. Stevenson. 1999. “From Faith to Facts: Turning Points in Action: What Difference Does Teaming Make?” Middle School Journal 30 (3): 47–50.
  • Gomez, L. M., and K. Gomez. 2007. “Reading for Learning: Literacy Supports for 21st-Century Work.” Phi Delta Kappan 89 (3): 224–228.
  • Gomez, L. M., K. Gomez, A. Bryk, P. Herman, and N. Pinkard. 2004. “Understanding the Connection Between Science Achievement and Reading Achievement.” National Science Foundation Research on Learning Grant (ROLE).
  • Gomez, K., J. Sherer, T. Borg, J. Dowling, and D. Evans. 2006. “Literacy Infusion in a High School Environmental Science Curriculum.” Spectrum 31 (3): 31–38.
  • Grierson, A. L., and T. L. Gallagher. 2009. “Seeing is Believing: Creating a Catalyst for Teacher Change Through a Demonstration Classroom Professional Development Initiative.” Professional Development in Education 35 (4): 567–584.
  • Grossman, P., S. Wineburg, and S. Woolworth. 2001. “Toward a Theory of Teacher Community.” The Teachers College Record 103 (6): 942–1012.
  • Guskey, T. R., and K. S. Yoon. 2009. “What Works in Professional Development?” Phi Delta Kappan 90 (7): 495–500.
  • Herman, P., K. Perkins, M. Hansen, L. Gomez, and K. Gomez. 2010. “The Effectiveness of Reading Comprehension Strategies in High School Science Classrooms.” In Proceedings of the 2010 Interactional Conference of the Learning Sciences, edited by K. Gomez, L. Lyons, and J. Radinsky, 857–864. Chicago: International Society of the Learning Sciences.
  • Herman, P., and P. S. Wardrip. 2012. “Reading to Learn: Helping Students Comprehend Readings in Science Class.” The Science Teacher 79 (1): 58–61.
  • Hodkinson, P. M., and H. D. Hodkinson. 2003. “Individuals, Communities of Practice and the Policy Context: School Teachers’ Learning in Their Workplace.” Studies in Continuing Education 25 (1): 3–22.
  • Hord, S. M. 2004. “Professional Learning Communities: An Overview.” In Learning Together, Leading Together: Changing Schools Through Professional Learning Communities, edited by S. M. Hord, 5–14. New York: Teachers College Press.
  • Hord, S. M. 2009. “Professional Learning Communities: Educators Work Together Toward a Shared Purpose.” Journal of Staff Development 30 (1): 40–43.
  • Hord, S. M., and E. F. Tobia. 2012. Reclaiming Our Teaching Profession: The Power of Educators Learning in Community. New York: Teachers College Press.
  • Kellough, R. D., and N. G. Kellough. 2008. Teaching Young Adolescents: Methods and Resources for Middle Grades Teaching. 5th ed. Upper Saddle River: Pearson.
  • Kensing, F., and J. Blomberg, J. 1998. “Participatory Design: Issues and Concerns.” Computer Supported Cooperative Work 7 (3–4): 167–185.
  • Kruse, S. D., K. S. Louis, and A. S. Bryk. 1995. “An Emerging Framework for Analyzing School-Based Professional Community.” In Professionalism and Community: Perspectives on Reforming Urban Schools, edited by K. S. Louis, S. D. Kruse, and Associates, 23–44. Thousand Oaks: Corwin Press.
  • Kwon, S. M., P. S. Wardrip, and L. M. Gomez. 2014. “Co-Design of Interdisciplinary Projects as a Mechanism for School Capacity Growth.” Improving Schools 17 (1): 54–71.
  • Lincoln, Y. S. 1995. “Emerging Criteria for Quality in Qualitative and Interpretive Research.” Qualitative Inquiry 1: 275–289.
  • Lincoln, Y. S., and E. G. Guba. 1985. Naturalistic Inquiry. Beverly Hills: Sage.
  • Little, J. W. 2003. “Inside Teacher Community: Representations of Classroom Practice.” Teachers College Record 105 (6): 913–945.
  • Liu, K. 1996. “Annotation as an Index to Critical Writing.” Urban Education 41: 192–207.
  • Lortie, D. C. 2002. Schoolteacher: A Sociological Study. Chicago: University of Chicago Press.
  • Louis, K. S. 1992. “Restructuring and the Problem of Teachers’ Work.” In The Changing Contexts of Teaching, edited by A. Lieberman, 91st Yearbook, 138–156. Chicago, IL: National Society for the Study of Education.
  • McLaughlin, M. W., and D. Mitra. 2001. “Theory-Based Change and Change-Based Theory: Going Deeper, Going Broader.” Journal of Educational Change 2 (4): 301–323.
  • McLaughlin, M. W., and J. E. Talbert. 2006. Building School-Based Learning Communities: Professional Strategies to Improve Student Achievement. New York: Teachers College Press.
  • Moir, E., D. Barlin, J. Gless, and J. Miles. 2010. New Teacher Mentoring: Hopes and Promise for Improving Teacher Effectiveness. Cambridge, MA: Harvard Education Press.
  • Morse, J. M., M. Barrett, M. Mayan, K. Olson, and J. Spiers. 2002. “Verification Strategies for Establishing Reliability and Validity in Qualitative Research.” International Journal of Qualitative Methods 2. Accessed June 4, 2012. http://www.ualberta.ca/~ijqm/
  • Muller, M. J., and S. Kuhn. 1993. “Participatory Design.” Communications of the ACM 36 (6): 24–28.
  • NMSA (National Middle School Association). 2010. This We Believe: Keys to Educating Young Adolescents. Westerville: Association for Middle Level Education (AMIE).
  • Pressley, M., P. B. El-Dinary, I. Gaskins, T. Schuder, J. Bergman, J. Almasi, and R. Brown. 1992. “Beyond Direct Explanation: Transactional Instruction of Reading Comprehension Strategies.” The Elementary School Journal 92 (5): 511–555.
  • Raphael, T. E. 1986. “Teaching Question Answer Relationships, Revisited.” The Reading Teacher 39 (6): 516–522.
  • Raphael, T. E., and K. H. Au. 2005. “QAR: Enhancing Comprehension and Test Taking Across Grades and Content Areas.” The Reading Teacher 59 (3): 206–221.
  • Reichstetter, R. 2006. “Defining a Professional Learning Community: A Literature Review.” E&R Research Alert, no. 06.05. Accessed July 12, 2012. http://www.wcpss.net/evaluationresearch/reports/2006/0605plc_lit_review.pdf
  • Reiser, B. J., J. P. Spillane, F. Steinmuller, D. Sorsa, K. Carney, and E. Kyza. 2000. “Investigating the Mutual Adaptation Process in Teachers’ Design of Technology-Infused Curricula.” In Fourth International Conference of the Learning Sciences, edited by B. Fishman and S. O’Connor-Divelbiss, 342–349. Mahwah: Erlbaum.
  • Roschelle, J., W. R. Penuel, and N. Shechtman. 2006. “Co-Design of Innovations with Teachers: Definition and Dynamics.” In Proceedings of the 7th International Conference of the Learning Sciences, edited by S. A. Barab, K. E. Hay, and D. T. Hickey. Vol. 2, 606–612. Mahwah: Erlbaum.
  • Saito, E., T. D. H. Khong, and A. Tsukui. 2012. “Why is School Reform Sustained Even After a Project? A Case Study of Bac Giang Province, Vietnam.” Journal of Educational Change 13 (2): 259–287.
  • Saito, E., H. Sumar, I. Harun, I. Kuboki, and H. Tachibana. 2006. “Development of School-Based In-Service Training under an Indonesian Mathematics and Science Teacher Education Project.” Improving Schools 9 (1): 47–59.
  • Saito, E., and A. Tsukui. 2008. “Challenging Common Sense: Cases of School Reform for Learning Community under an International Cooperation Project in Bac Giang Province, Vietnam.” International Journal of Educational Development 28 (5): 571–584.
  • Schuler, D., and A. Namioka, eds. 1993. Participatory Design: Principles and Practices. Hillsdale: Erlbaum.
  • Servage, L. 2008. “Critical and Transformative Practices in Professional Learning Communities.” Teacher Education Quarterly 35 (1): 63–77.
  • Shapiro, R. B., and P. S. Wardrip. 2011. “Interactive Representations of Student Activity to Inform Teacher Collaborations: Results from a Formative Exploration.” In Computer Supported Collaborative Learning 2011 Annual Meeting Proceedings, edited by H. Spada, G. Stahl, N. Miyake and N. Law. Vol. 1, 494–501. Hong Kong: International Society of the Learning Sciences.
  • Sherer, J., K. Gomez, P. Herman, L. Gomez, J. White, and A. Williams. 2009. “Literacy Infusion in a High School Environmental Science Curriculum.” In Talking Science, Writing Science: The Work of Language in Multicultural Classrooms, edited by K. Bruna and K. Gomez, 93–114. Mahwah: Lawrence Erlbaum.
  • Shrader, G. W., J. Whitcomb, L. E. Finn, K. P. Williams, L. J. Walker, and L. M. Gomez. 1999. “Work in the Work Circle: A Description of Collaborative Design to Improve Teaching Practice.” Paper presented at the Spencer Foundation conference on collaborative research for practice 1999, New Orleans, LA, March 11–12.
  • Snow, C. E., and G. Biancarosa, eds. 2003. Adolescent Literacy and the Achievement Gap: What do We Know and Where do We Go from Here? Carnegie Corporation of New York Adolescent Literacy Funders Meeting Report. New York: Carnegie Corporation of New York.
  • Stevens, W. D., J. Kahne, and L. Cooper. 2006. Professional Communities and Instructional Improvement Practices: A Study of Small High Schools in Chicago. Chicago: Consortium on Chicago School Research.
  • Stoll, L., R. Bolam, A. McMahon, M. Wallace, and S. Thomas. 2006. “Professional Learning Communities: A Review of the Literature.” Journal of Educational Change 7 (4): 221–258.
  • Stuart, C., and D. Thurlow. 2000. “Making it their Own: Preservice Teachers’ Experiences, Beliefs, and Classroom Practices.” Journal of Teacher Education 51 (2): 113–121.
  • Talbert, J. E., and M. W. McLaughlin. 1994. “Teacher Professionalism in Local School Contexts.” American Journal of Education 102: 123–153.
  • Visscher, A., and B. Witziers. 2004. “Subject Departments as Professional Communities?” British Educational Research Journal 30 (6): 785–799.
  • Wardrip, P. S. 2008. “More than Heavy Lifting: The Role of Project-Based Learning in the Development of Professional Community.” Paper to be presented at the Annual Conference of the American Educational Research Association, New York. March 24–28.
  • Wardrip, P. S., and J. Tobey. 2009. “How Does Mechanical Weathering Change Rocks? Using Reading-to-Learn Strategies to Serve Science Learning.” Science Scope 32 (5): 25–29.
  • Wenger, E. 1998. Communities of Practice: Learning, Meaning, and Identity. Boston, MA: Cambridge University Press.
  • Yin, R. 2003. Case Study Research: Design and Methods. 3rd ed. Thousand Oaks: Sage.
  • Zywica, J., and K. Gomez. 2008. “Annotating to Support Learning in the Content Areas: Teaching and Learning Science.” Journal of Adolescent & Adult Literacy 52 (2): 155–165.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.