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Disciplinary literacy: The role of the principal and improving content area knowledge through literacy and the collaborative work of teachers.

机译：学科素养：校长的作用是通过素养和教师的协作工作和改善内容领域知识。

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摘要

Current research in secondary literacy suggests students in high school academic programs continue to need additional support in major content areas, such as Math, Science and English. Apart from solely supporting critical skills in literacy in the English/Language Arts classrooms, traditional content area instruction without embedded content literacy has not proven to be successful for many students. Many researchers argue this is because literacy tasks and texts are more complex than earlier grades.;The purpose of this research is to examine the implementation of disciplinary literacy in the content areas using writing. This study describes the work that takes place involving me, the principal, and the literacy coaches who collaborate with the content area teachers to improve content knowledge. This study examines the principal's point of view and the literacy coaches' reflections on beliefs and process in a reflective methodological approach.;The study involves five participants; the data collection includes meeting agendas, work-related notes on professional development, notes on meetings with literacy coaches, interviews with participants, and my research journal. Interviews with participants are audio-recorded and transcribed. In addition to this my advisor, as well as the qualitative lab assistants, contribute to the data analysis.;The study reveals my beliefs about improving student performance through disciplinary literacy by 1) shared responsibility, 2) collaboration, and 3) teamwork. My findings also reveal that the structures support the school-wide vision through 1) professional development, 2) infrastructure and process, and 3) reflection and discussion. This study offers one perspective on the how-to steps of the implementation of school-wide disciplinary literacy from the ground up and five lessons learned.
机译：当前对中等素养的研究表明，高中学术课程的学生在数学，科学和英语等主要内容领域继续需要额外的支持。除了仅在英语/语言艺术教室中支持读写能力的关键技能外，没有嵌入式内容读写能力的传统内容区域教学对许多学生而言还没有成功。许多研究人员认为，这是因为识字任务和课文比以前的年级要复杂得多。这项研究的目的是通过写作检查内容领域中纪律识字的实施情况。这项研究描述了我，校长和与内容区域教师合作以提高内容知识的扫盲教练所进行的工作。这项研究以一种反思性的方法论方法研究了校长的观点和识字教练对信念和过程的思考。数据收集包括会议议程，与职业发展有关的工作笔记，与识字教练会面的笔记，与参与者的访谈以及我的研究期刊。与参与者的访谈被录音和转录。除此以外，我的顾问以及定性的实验室助理也为数据分析做出了贡献。该研究揭示了我的信念，即通过1）分担责任，2）合作和3）团队合作来通过学科素养提高学生的表现。我的发现还表明，这些结构通过1）专业发展，2）基础设施和流程以及3）反思和讨论来支持整个学校的愿景。这项研究为从头开始实施学校范围内的学科扫盲的方法步骤提供了一种观点，并吸取了五个教训。

著录项

  • 作者

    Lee, Yassmin Caram.;

  • 作者单位

    Texas Woman's University.;

  • 授予单位 Texas Woman's University.;
  • 学科 Reading instruction.;Educational leadership.;Secondary education.
  • 学位 Ph.D.
  • 年度 2014
  • 页码 175 p.
  • 总页数 175
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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