Middle- and high-school content area teachers' perceptions about literacy teaching and learning

Susan Chambers Cantrell, Leslie David Burns, Patricia Callaway

Research output: Contribution to journalArticlepeer-review

20 Scopus citations

Abstract

Middle- and high-school content area teachers' beliefs about literacy teaching and learning were investigated during the initial implementation phase of a year-long content literacy professional development project. Teacher interview data were used to examine factors that contribute to and/or inhibit teachers' successful implementation of content literacy techniques. Generally, findings indicated that most content area teachers believed that literacy was integral to their content area and they reported viewing themselves as literacy teachers as well as content teachers. Although they encountered a number of barriers during the initial stages of content literacy implementation, the teachers reported that content literacy professional development with coaching and collaboration supported teachers' efficacy with literacy teaching and their implementation of content literacy practices.

Original languageEnglish
Pages (from-to)76-94
Number of pages19
JournalLiteracy Research and Instruction
Volume48
Issue number1
DOIs
StatePublished - Jan 2009

Keywords

  • Adolescent literacy
  • Teacher education

ASJC Scopus subject areas

  • Education
  • Linguistics and Language

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