000			01634nam a22001577a 4500
005			20230718093937.0
008			230718b ph ||||| |||| 00| 0 eng d
040			_cOCT
240			_aThe Elementary School Journal/ _hDecember 2022
245			_aIt took someone telling me that i could do it : _bTeacher preceptions of a yearlong literacy professional develoment program / _cAmy D. Broemmel, & Amanda Rigell
260			_aChicago, IL : _bThe University of Chicago Press, _c2022
300			_aVol 123 (2) : pages 228-252
500			_aABSTRACT : This multicase study seeks to privilege teachers voices related to their experiences within a year-long-job embedded professional development (PD) program. The district initiated the request for PD, which was negotiated and provided by a literacy educator from a nearby university. Eleven second-and third-grade teachers and the language arts coordinators participated. PD consisted of regular visits to teachers' classrooms and opportunities for weekly individual meetings with each of the teachers, both scheduled by the individual teachers. For data analysis purposes, each teacher's thread was defined as a single case. Process coding served as a mechanism for most accurately describing participants experiences and resulted in 11 codes: affirming, reflecting, owning, observing, applying, questioning, collaborating, disclaiming, modeling, sharing and communicating. Overall, nine participants explicitly described the individualized PD as a success. Implication for planning carrying out, and engaging in PD are discussed.
650			_aProfessional development
942			_2ddc _cCR _n0
999			_c8864 _d8864