Maryann Mraz

Literacy Practices as Social Acts: Power, Status, and Cultural Norms in the Classroom

In his introduction to this book, James Gee explains that, in order to become an active participant in a specific social activity, access to that activity must be granted to newcomers by those who currently hold ownership of or control over the practice. In connecting this concept to literacy engagement, Gee asserts that participation in literacy practices is linked to the social conditions of access, affiliation, and values in which those literacy practices are embedded. A year-long ethnographic study, Literacy Practices as Social Acts: Power, Status, and Cultural Norms in the Classroom focuses on social events in a multiage fifth/sixth grade classroom as they relate to four specific literacy practices: read-alouds, peer-led literature discussions, teacher-led discussions, and independent reading.

Early Childhood Literacy Coaches' Role Perceptions and Recommendations for Change

In recent years, literacy coaches have emerged as an integral part of a schools literacy team. Although current research on literacy coaching examines the work of coaches at the elementary and middle/secondary school levels, little research exists on the roles and perspectives of early childhood literacy coaches. This study sought to fill that gap by examining the current priorities of 20 early childhood literacy coaches and their recommendations for enhancing their roles as literacy coaches. We found that early childhood literacy coaches identified serving as content expert, promoter of self-reflection, and professional development facilitator as high priorities for their current work. They identified facilitator of the school-wide literacy community as a low priority.

Classroom Effects of an Early Childhood Educator Professional Development Partnership.

We evaluated an Early Childhood Educator Professional Development (ECEPD) project that provided high-quality, sustained, and intensive professional development designed to support developmentally appropriate instruction for preschool-age children based on the best available research on early childhood pedagogy, child development, and preschool learning. Participating teachers in ECEPD classrooms received extensive, intensive, and continuous professional development and coaching on critical features of evidence-based early literacy practices essential to school success. Evidence from comparisons of classroom instructional variables indicated consistent differences for teachers participating in project-directed professional development compared with their peers who did not participate in similar programs. Anticipated benefits of participating in high-quality, sustained, and intensive professional development designed to support developmentally appropriate instruction for preschool-age children based on the ...

A Collaborative Professional Development Initiative Supporting Early Literacy Coaches.

Many believe that the key to translating research into successful practice lies in providing teachers with continuous professional development and ongoing coaching support. In this article, we provide an overview of the relevant coaching literature and describe 4 critical features of an evidence-based preschool literacy coaching model: the coach as a content expert, the coach as a promoter of reflective instruction, the coach as a professional development facilitator, and the coach as a builder of a schoolwide learning community. We also provide anecdotes about how these roles were realized in an early childhood educator professional development project and suggestions for coaches supporting literacy instruction in similar classrooms.

Perceptions of the roles and responsibilities of elementary school mathematics coaches

Purpose – In the USA, school districts are funding mathematics coaching positions to provide school-level support to teachers. The purpose of this paper is to survey school personnel whose job responsibilities included mathematics coaching in order to examine their job responsibilities and what they felt that their job responsibilities should be. Design/methodology/approach – In all, 67 elementary school mathematics coaches completed a survey that included 30 aspects of the job of elementary school mathematics leaders. Findings – Quantitative analyses indicated that there were statistically significant differences between their actual roles and their preferred roles on 24 of the 30 items. This means that coaches reported that the aspects of their current role did not align to what they thought their job should be. Research limitations/implications – The findings indicate a need to collect further information in a longitudinal study, potentially from a combination of surveys, interviews, and observations, ...

Introduction: Possibilities for Using a Multiliteracies Approach With Struggling Readers

This issue focuses on the possibilities for improving student motivation and achievement when using a multiliteracies approach with students who struggle with reading and writing in school. By multiliteracies, we mean that which extends beyond traditional textbook and trade book learning to include interactions with video, the Internet, popular music, and even modes of student dress. Because a multiliteracies approach calls for including students’ experiences and knowledge in the curriculum (Cope & Kalantzis, 2000), we believe that it has great potential for engaging students who otherwise struggle with school-based expectations for literacy success. The approach is often associated with the New London Group (NLG), a collaborative of theorists and researchers focused on the changing needs of literacy pedagogy. The group affiliates use the term multiliteracies to represent the interaction of the following components of multimodal learning:

Factors that Influence Policy Decisions in Literacy: Perspectives of Key Policy Informants.

Abstract The purpose of this study was to examine the perspectives of key policy informants on the factors that they believed influence policy decisions in literacy education. Participants were selected because they had significantly influenced, or had attempted to influence, policy decisions in literacy at either the national or state level. Semi‐structured interviews were conducted with seven key informants and four nominated informants. An inductive data analysis revealed five broad domains that addressed the participants’ perspective on factors of influence: literacy professionals, public sentiment, selected policy participants, conservative voices, and research.

Revisiting the Roles of Literacy Coaches: Does Reality Match Research?

This study surveyed 104 school-based elementary literacy coaches to explore their perceptions of their roles as coaches. These perceptions were then examined relative to the Standards for Reading Professionals—Revised 2010, developed by the International Reading Association. Overall, coaches reported the majority of the tasks they carried out as coaches were tasks they believed should be part of the role of a coach. They most highly valued tasks that allowed them to interact with and support teachers, ultimately leading to improved student achievement. Coaches also indicated a lack of clarity about their role in supporting the standards related to diversity.

Examining focus, duration, and classroom impact of literacy and mathematics professional development

ABSTRACT Over

Effects of a Summer Reading Intervention on Reading Skills for Low-Income Black and Hispanic Students in Elementary School.

18 billion is spent annually on professional development for in-service teachers. This study examined the focus, duration, and impact of professional development activities in which elementary (students ages 5–11) and middle school (students ages 11–14) teachers participated. Ninety-eight teacher-participants completed an online survey about their professional development experiences. In the analysis of literacy survey items and mathematics survey items, there were similarities in focus areas that received greater participation and areas that received less. There were also noticeable differences in frequency of participation in literacy and mathematics professional development. Comparisons between literacy and mathematics professional development indicated that more teachers reported participating in literacy experiences. This included workshops as well as ongoing support through planning meetings and mentorship. Overall, the consensus from teachers was that professional development was effective and has a beneficial impact on their classroom. Researchers share implications for the design and research of future professional development programs.