High and low implementers of content literacy instruction: Portraits of teacher efficacy

Susan Chambers Cantrell, Patricia Callaway

Research output: Contribution to journalArticlepeer-review

36 Scopus citations

Abstract

This study used a teacher efficacy framework to describe the perceptions of high and low implementers of content literacy instruction in the context of a year-long professional development program. Interviews from middle and high school content teachers illustrated efficacy differences between teachers who demonstrated high and low levels of content literacy implementation. High implementers exhibited higher levels of general, personal, and collective efficacy, whereas low implementers exhibited lower levels of efficacy for literacy teaching. Although both high and low implementers perceived content literacy positively, high implementers were characterized by persistence in overcoming barriers associated with content literacy implementation.

Original languageEnglish
Pages (from-to)1739-1750
Number of pages12
JournalTeaching and Teacher Education
Volume24
Issue number7
DOIs
StatePublished - Oct 2008

Keywords

  • Adolescents
  • Content literacy
  • Literacy
  • Professional development
  • Teacher education teacher efficacy

ASJC Scopus subject areas

  • Education

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