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Exploring Literacy Assessment through Teacher Leader Collaborative Inquiry

Exploring Literacy Assessment through Teacher Leader Collaborative Inquiry

Carrie E. Hong, Geraldine Mongillo, Noreen Moore
Copyright: © 2017 |Pages: 15
ISBN13: 9781522506690|ISBN10: 1522506691|EISBN13: 9781522506706
DOI: 10.4018/978-1-5225-0669-0.ch012
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MLA

Hong, Carrie E., et al. "Exploring Literacy Assessment through Teacher Leader Collaborative Inquiry." Literacy Program Evaluation and Development Initiatives for P-12 Teaching, edited by Salika A. Lawrence, IGI Global, 2017, pp. 224-238. https://doi.org/10.4018/978-1-5225-0669-0.ch012

APA

Hong, C. E., Mongillo, G., & Moore, N. (2017). Exploring Literacy Assessment through Teacher Leader Collaborative Inquiry. In S. Lawrence (Ed.), Literacy Program Evaluation and Development Initiatives for P-12 Teaching (pp. 224-238). IGI Global. https://doi.org/10.4018/978-1-5225-0669-0.ch012

Chicago

Hong, Carrie E., Geraldine Mongillo, and Noreen Moore. "Exploring Literacy Assessment through Teacher Leader Collaborative Inquiry." In Literacy Program Evaluation and Development Initiatives for P-12 Teaching, edited by Salika A. Lawrence, 224-238. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-0669-0.ch012

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Abstract

This chapter focuses on teacher leaders' coaching practice that fosters collaborative, inquiry-based, professional learning among classroom teachers to improve P-12 literacy assessment. The chapter reports on a research study that examines classroom teachers' leadership and coaching experience as a required assignment of the graduate level course in the M.Ed. in Literacy program. Based on the research findings, the chapter offers strategies for initiating, implementing, and evaluating collaborative inquiries on classroom or school-wide literacy assessment. The chapter includes suggestions for effective ways to implement and evaluate coaching to improve literacy assessment. Further, an implementation model and checklist for the effective collaboration and literacy coaching created based on the study suggests step-by-step processes and techniques to be used in urban and suburban P-12 schools.

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