National Urban Alliance Professional Development Model for Improving Achievement in the Context of Effective Schools Research

A Tale of Two Middle Schools: The Differences in Structure and Instruction

“…As they learn these content literacy strategies, they become transportable, meaning that students take their knowledge of the strategy with them from class to class. The success of schoolwide literacy strategies has been documented (Fisher, Frey, & Williams, 2002;Levine, Cooper, & Hilliard, 2000). As one of the math teachers at Bell noted, "they already know the strategies so they focus more on the content than my process."…”

Unlocking the Potential of African American Students: Keys to Reversing Underachievement

“…Underachievement among African American students is most evident in literacy skills, specifically in inferential thinking, vocabulary development, and standard language use (Levine, Cooper, & Hilliard, 2000). Literacy is the key to empowering students.…”

The Strategy Toolbox: A Ladder to Strategic Teaching

“…Preparing teachers to help their students become strategic learners is a complex and challenging endeavor. Preparing teachers to teach their students to be strategic readers and writers is undoubtedly one of the greatest challenges facing teacher educators today (Duffy, 1993;Fullan, 1997;Hoffman, 1991;Jackson, 2001;Knapp & Associates, 1995;Levine, Cooper, & Hilliard, 2000;Strickland, 2000;. However, designing meaningful teacher development remains enormously complex (Anders et al, 2000;E.J.…”

“…For example, many urban school districts mandate what strategies teachers should use (e.g., journals, prediction, graphic organizers), but efforts toward teacher development often end before teachers understand why a particular strategy works, when to use it, and how to know if and when it is working for students. Consequently, many teachers cling to a "prescribed" strategy without knowing how to adapt, modify, and combine strategies in response to students' understandings (Duffy, 1993;Joyce & Showers, 1995;Levine et al, 2000;Strickland, 1994Strickland, , 2000.…”

“…Having a vague concept of a strategy is a huge barrier to teaching strategies because an individual teacher's interpretation of the term shapes the way that teacher approaches instruction and interacts with students ( Levine et al, 2000;Prawat, 1992;. Before teachers begin constructing a Strategy Toolbox, they are guided through a discussion focused on various definitions of the term strategy.…”