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dc.contributor.authorDonahue, Krissa
dc.date.accessioned2015-07-14T19:59:24Z
dc.date.available2015-07-14T19:59:24Z
dc.identifier.urihttp://hdl.handle.net/10464/6952
dc.description.abstractThe skill to identify and use best practices in literacy to promote achievement for students of all abilities cannot be underestimated by elementary educators. This qualitative case study investigates 1 year of a literacy initiative for primary and junior educators organized by a southern Ontario school board. The goals of the initiative were to design a literacy guide for teachers while building teacher capacity with literacy practices. Data were culled and analyzed from an examination of the guide, the meetings’ field notes and artifacts, as well as interviews with the educators at the end of the year. Several themes from the results emerged. The educators perceived the design process as unclear but the collaborative components were deemed valuable. The guide’s incompletion led to mixed reactions from the educators about the guide and its structure. Overall, the first year of the 3-year initiative acted as a catalyst for professional learning on literacy. The findings of this study accentuated the value of training educators to use empirical research to support their practices and professional knowledge. Also, the significance of promoting strong leadership with a comprehensive layout consisting of coherent tangible goals for professional development is highlighted.en_US
dc.subjectOntarioen_US
dc.subjectliteracyen_US
dc.subjectelementary educationen_US
dc.subjectteachersen_US
dc.subjectresource designen_US
dc.titleExploring the Design Process and Components of an Elementary Literacy Guide in an Ontario School Board Initiativeen_US
refterms.dateFOA2021-07-16T11:14:09Z


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