The Evolving Roles of Faculty Learning Communities

A University/High School Literacy Partnership

Bibliographic Data

ID4804016
AuthorsTamara L Jetton (Central Michigan University), Mary Beth Cancienne (0000-0002-4935-2950, James Madison University), Brenda Greever (Harrison Medical Center)
Year2008
Volume47
Issue4
Pages327-335
Publication date2008-10-08
Open AccessNo
TypeARTICLE
VenueTheory Into Practice (JOURNAL)
Journal identifiersISSN: 0040-5841 • E-ISSN: 1527-2532
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00405840802329342
OpenAlexW1995639772
LanguageEN
References cited9

This article is a descriptive account of a professional learning community established among university professors, university teacher candidates, a school district instructional supervisor, the high school principal, a high school literacy coordinator, and teachers of a Mid-Atlantic high school in the United States. This learning community created a literacy vision for the high school and restructured the school and the curriculum to reflect these literacy goals. The university instructors and their students became an integral part of the learning community with the high school personnel through their university coursework, practica, and student teaching experiences. Through their literacy vision, this learning community transformed and enhanced the literacy experiences of adolescents within this high school campus

Coursework · Curriculum · Faculty Development · General partnership · Learning community · Literacy · Mathematics education · Pedagogy · Political science · Professional development · Professional learning community · Sociology · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Psychology · Teacher Education and Leadership Studies

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