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EDUC 8547 Capstone: Program Development and Professional Development: Welcome & Course Readings

Welcome to your course guide

Please find your required library readings below. If you have problems with the links below, please contact the Library. If you have APA questions about these materials, please contact the Writing Center.

EDUC 8547 Required Course Readings

 

See the Literature Review tab for help specific to your Capstone Literature Review.

Apperley, T., & Beavis, C. (2011). Literacy into action: Digital games as action and text in the English and literacy classroom. Pedagogies, 6(2), 130–143.

Beavis, C., & O'Mara, J. (2010). Computer games—pushing at the boundaries of literacy. Australian Journal of Language & Literacy, 33(1), 65–76.

Berkeley, S., Lindstrom, J. H., Regan, K., Nealy, A., Southall, C., & Stagliano, C. (2012). An evaluation of supplemental reading instruction for at-risk middle school readers. Middle Grades Research Journal, 7(1), 1-15.

Biancarosa, G., Bryk, A. S., & Dexter, E. R. (2010). Assessing the value-added effects of literacy collaborative professional development on student learning. Elementary School Journal, 111(1), 7-34.

Black, R. W. (2009). English-Language learners, fan communities, and 21st-century skills. Journal of Adolescent & Adult Literacy, 52(8), 688–697.

Burgin, J. S., & Hughes, G. D. (2008). Measuring the effectiveness of a summer literacy program for elementary students using writing samples. Research In The Schools, 15(2), 55-64

Cantrell, S. C., & Hughes, H. K. (2008). Teacher efficacy and content literacy implementation: An exploration of the effects of extended professional development with coaching, Journal of Literacy Research, 40(1), 95–127.

Carlisle, J. F., & Berebitsky, D. (2011). Literacy coaching as a component of professional development. Reading & Writing, 24(7), 773–800.

Cheung, A. K., & Slavin, R. E. (2012). Effective Reading Programs for Spanish-Dominant English Language Learners (ELLs) in the Elementary Grades: A Synthesis of Research. Review Of Educational Research, 82(4), 351-395

Denton, C. A., Solari, E. J., Ciancio, D. J., Hecht, S. A., & Swank, P. R. (2010). A Pilot Study of a Kindergarten Summer School Reading Program in High-Poverty Urban Schools. Elementary School Journal, 110(4), 423-439.

Fisher, D., Frey, N., & Nelson, J. (2012). Literacy achievement through sustained professional development. Reading Teacher, 65(8), 551–563.

Hockly, N. (2012). Digital literacies. ELT Journal: English Language Teachers Journal, 66(1), 108–112.

Huber, C. (May 2010). Professional learning 2.0: Moodles, wikis, twitter, ning. It’s a whole new way of talking about professional learning. Educational Leadership. pp. 41-46.

Jiuhuan, H., & Newbern, C. (2012). The Effects of Metacognitive Reading Strategy Instruction on Reading Performance of Adult ESL Learners with Limited English and Literacy Skills. Journal Of Research & Practice For Adult Literacy, Secondary & Basic Education, 1(2), 66-77

Karchmer-Klein, R., & Shinas, V. (2012). Guiding Principles for Supporting New Literacies in Your Classroom. Reading Teacher, 65(5), 288-293.

Kennedy, E. (2010). Improving literacy achievement in a high-poverty school: Empowering classroom teachers through professional development. Reading Research Quarterly, 45(4), 384–387.

Kennedy, E.,& Shiel, G. (2010). Raising literacy levels with collaborative on-site professional development in an urban disadvantaged school. The Reading Teacher, 63(5), 372–383.

Kissel, B., Mraz, M., Algozzine, B., & Stover, K. (2011). Early Childhood Literacy Coaches' Role Perceptions and Recommendations for Change. Journal Of Research In Childhood Education, 25(3), 288-303.

Llosa, L., & Slayton, J. (2009). Using program evaluation to inform and improve the education of young English language learners in US schools. Language Teaching Research, 13(1), 35-54.

Logan, S., & Johnston, R. (2010). Investigating gender differences in reading. Educational Review, 62(2), 175-187.

Marchand-Martella, N. E., Martella, R. C., Modderman, S. L., Petersen, H. M., & Pan, S. (2013). Key Areas of Effective Adolescent Literacy Programs. Education & Treatment Of Children, 36(1), 161-184

Massey, S. L., & Gardner, N. H. (2013). Building a positive school climate utilizing the “five love languages.” Illinois Reading Council Journal, 41(2), 66–71.

Marsh, J. A., Sloan McCombs, J., & Martorell, F. (2012). Reading coach quality: Findings from Florida middle schools. Literacy Research and Instruction, 51(1).

Prytula, M., & Weiman, K. (2012). Collaborative professional development: An examination of changes in teacher identity through the professional learning community model. Journal of Case Studies in Education, 3, 1–19.

Steinke, K. (2012). Implementing SDL as professional development in K–12. International Forum of Teaching and Studies, 8(1), 54–63.

Strahan, D., Geitner, M., & Lodico, M. (2010). Collaborative professional development toward literacy learning in a high school through connected coaching. Teacher Development, 14(4), 519–532.

Trust, T. (2012). Professional learning networks designed for teacher learning. Journal Of Digital Learning In Teacher Education, 28(4), 133–138.

Wilson, S. J., Dickinson, D. K., & Rowe, D. W. (2013). Impact of an Early Reading First program on the language and literacy achievement of children from diverse language backgrounds. Early Childhood Research Quarterly. 28 (3), 578–592.

Zakierski, M., & Siegel, A. (2010). Creating Collaborative Literacy Teams To Increase Reading Achievement In Urban Settings. Journal Of College Teaching & Learning, 7(4), 25-28.

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