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Teacher Education Faculty Publications
Document Type
Book
Publication Date
2005
Publication Source
Metacognition in Literacy Learning: Theory, Assessment, Instruction, and Professional Development
Abstract
One way to identify students who are becoming accomplished readers and writers is to observe the degree to which the examples of coaching presented in this chapter are taken from my research as a participant in a statewide literacy professional development initiative: the Literacy Specialist Project (Kinnucan-Welsch, 2003a, 2003b; Rosemary, Grogan, et al., 2002).
The central aim of the Literacy Specialist Project, launched in 2000 by the Ohio Department of Education, is to provide professional development to educators in the state of Ohio that supports enhanced understanding in the teaching of reading and writing. The professional development incorporates foundational knowledge of literacy processes and pedagogy represented in a series of professional development sessions known as "Teaching Reading and Writing: A Core Curriculum for Educators" (Roskos, 2000). In 2002-03, 158 literacy specialists worked with more than 1,100 teachers in 79 districts using the Core Curriculum materials.
Inclusive pages
373-389
ISBN/ISSN
9780805852301
Document Version
Published Version
Copyright
Copyright © 2004 from Metacognition in Literacy Learning: Theory, Assessment, Instruction, and Professional Development, by Kathryn Kinnucan-Welsch. Reproduced by permission of Taylor and Francis Group, LLC, a division of Informa plc. This material is strictly for personal use. For any other use, the user must contact Taylor & Francis directly at this address: permissions.mailbox@taylorandfrancis.com. Printing, photocopying and sharing via any means is a violation of copyright.
Publisher
Lawrence Erlbaum Associates
Place of Publication
Mahwah, NJ
eCommons Citation
Kinnucan-Welsch, Kathryn, "Coaching for Metacognitive Instructional Practice" (2005). Teacher Education Faculty Publications. 4.
https://ecommons.udayton.edu/edt_fac_pub/4
Included in
Elementary Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Other Teacher Education and Professional Development Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Secondary Education and Teaching Commons
Comments
Chapter 20 is reproduced in this repository by permission of Taylor and Francis Group, LLC, a division of Informa plc; all rights reserved. Permission documentation is on file.