ABSTRACT

The single-site case study described herein is part of a two-year professional development (PD) initiative aimed at helping teachers from an urban elementary (K-8) school learn how to implement explicit, transactional comprehension strategy instruction across grades using culturally relevant books. This paper describes the urban elementary teachers’ successes and challenges in their first-year implementation of providing culturally relevant literacy instruction. Three types of qualitative data were collected: (a) researchers’ anecdotal notes during the professional learning sessions; (b) teacher focus groups; (c) teachers’ blog reflection entries. The findings revealed that the professional development for culturally relevant literacy instruction resulted in teachers’ heightened awareness of how identities and social subjectivities are negotiated in and through culturally relevant discourse, the implicit and explicit bias in the school curriculum. Finally, professional development served as a catalyst for facilitating students’ and teachers’ racial and cultural identity development.

摘要

此处描述的单站点案例研究是为期两年的专业发展 (PD) 计划的一部分，旨在帮助城市小学 (K-8) 学校的教师学习如何使用与文化相关的跨年级实施明确的、交易性的理解策略教学图书。本文描述了城市小学教师在提供文化相关扫盲教学的第一年实施中的成功和挑战。收集了三种类型的定性数据： (a) 研究人员在专业学习期间的轶事；(b) 教师焦点小组；(c) 教师博客反思条目。研究结果表明，文化相关扫盲教学的专业发展导致教师更加意识到身份和社会主体性如何在文化相关话语中和通过文化相关话语、学校课程中的隐性和显性偏见进行协商。最后，专业发展是促进学生和教师种族和文化认同发展的催化剂。