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Donnelly, A., Morgan, D., DeFord, D., Files, J., Long, S., Mills, H., Stephens, D. & Styslinger, M. (2005). Transformative professional development: Negotiating knowledge with an inquiry stance. Language Arts, 82, 336-346.

Author: Donnelly, A., Morgan, D., DeFord, D., Files, J., Long, S., Mills, H., Stephens, D. & Styslinger, M.

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Description:
These authors discuss the South Carolina Reading Initiative (SCRI), a long-term professional development program to help increase student literacy and achievement, and share their experiences in this program. They also provide a four-year outline for reading coaches participating in similar initiatives. To share their experiences, the authors wrote a series of vignettes, including one on the success literacy coaches had when they incorporated an ethnographer's notebook into their observations. The authors emphasize the importance of reflecting on practices and results, including teachers in the curriculum planning process, and constantly confronting beliefs about teaching and learning.

Date Added: 09/29/2006

Attachment: SCRIresviginettearticle.pdf

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