Supporting Middle School Language Arts Teachers Through Professional Development

2020 ◽  
Vol 41 (5) ◽  
pp. 403-419
Author(s):  
Nichole L. Smith ◽  
Brian K. Williams
Keyword(s):  
Professional Development ◽  
Middle School ◽  
Language Arts ◽  
Language Arts Teachers ◽  
Arts Teachers

Common Planning Process of Middle School English Language Arts Teachers

2015 ◽  
Vol 46 (4) ◽  
pp. 17-23 ◽  
Author(s):  
Salika A. Lawrence ◽  
Tiffany Jefferson
Keyword(s):  
Middle School ◽  
Language Arts ◽  
English Language Arts ◽  
English Language ◽  
Planning Process ◽  
Language Arts Teachers ◽  
Arts Teachers ◽  
Common Planning ◽  
Middle School English

Middle Ground: Ten Remarkable Middle School Language Arts Teachers

1998 ◽  
Vol 87 (1) ◽  
pp. 98
Author(s):  
Mary Mercer Krogness
Keyword(s):  
Middle School ◽  
Language Arts ◽  
Middle Ground ◽  
Language Arts Teachers ◽  
Arts Teachers

The Effects of Online Professional Development on Fourth Grade English Language Arts Teachers' Knowledge and Instructional Practices

2010 ◽  
Vol 43 (3) ◽  
pp. 355-375 ◽  
Author(s):  
Jessica Masters ◽  
Raquel Magidin De Kramer ◽  
Laura M. O'Dwyer ◽  
Sheralyn Dash ◽  
Michael Russell
Keyword(s):  
Professional Development ◽  
Language Arts ◽  
Instructional Practices ◽  
English Language Arts ◽  
English Language ◽  
Fourth Grade ◽  
Online Professional Development ◽  
Language Arts Teachers ◽  
Arts Teachers

scholarly journals How teachers adapt to curricular and structural change : a multi-case study of three middle school language arts teachers

2017 ◽  
Author(s):  
◽  
Stephanie Wightman
Keyword(s):  
Middle School ◽  
Language Arts ◽  
Professional Learning ◽  
Teacher Identity ◽  
Radical Change ◽  
Start Time ◽  
Language Arts Teachers ◽  
Teacher Understanding ◽  
Arts Teachers

This study examined the experiences of three middle school language arts teachers during a time in their teaching careers where their school district underwent structural and curricular changes. During the restructuring of the grade configuration, curriculum, course assignments, teachers, teams, start time, and schedules, teachers at Smiley Middle School teachers experienced a radical change. Through interviews, blogs, professional learning team observations, and field notes, this qualitative case study examines the experiences of three language arts teachers one and a half years after the transition. The findings indicated that these teachers were largely impacted by the transition. They relied on their teacher identity to ground their day-to-day classroom changes. Their agency was disrupted, but the teachers were able to rely on professional learning teams and units of instruction to help them build back their agency. Finally, resilience was a large factor in helping the three teachers power through the changes. This study has lasting implications for building leaders, teachers, and pre-service teacher. Understanding and building up identity, agency, and resiliency among teacher may play a role in helping teachers negotiate complex changes in their school structure.

scholarly journals State educational agencies in an uncertain environment: Understanding state provided networks of English Language Arts curricular resources

2020 ◽  
Vol 28 ◽  
pp. 125
Author(s):  
Serena J. Salloum ◽  
Emily M. Hodge ◽  
Susanna L. Benko
Keyword(s):  
Language Arts ◽  
English Language Arts ◽  
English Language ◽  
Quadratic Assignment ◽  
Data Set ◽  
Secondary English ◽  
Language Arts Teachers ◽  
Arts Teachers ◽  
Organizational Ties ◽  
State Educational

Rapid adoption of the Common Core State Standards (CCSS), the Race to the Top (RTTT) competition, and backlash around these policies created widespread uncertainty among state educational agencies (SEAs). SEAs may have not had a clear direction about how to support standards implementation in a new context, and therefore, may have looked to their professional networks, their geographic neighbors or other highly regarded SEAs, or other sources for information and resources to guide their decisions about where to send teachers for information about standards. Drawing on institutional theory (Meyer Rowan, 1977) and isomorphism specifically (DiMaggio Powell, 1983), we posit that coercive forces (primarily due to RTTT application and CCSS status) as compared to mimetic and normative forces influenced the organizations to which SEAs turn for curriculum materials. Using Multiple Regression Quadratic Assignment Procedure and a data set of over 2,000 state-provided resources for secondary English Language Arts teachers from all 50 states and Washington, D.C., we indeed found that coercive forces had a relationship with shared organizational ties, demonstrating that RTTT application and CCSS adoption influenced resource provision.

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