Julie Ankrum, Professional Studies in Education, recently co-authored and published two articles on professional development in literacy instruction: “Barriers
to change: Findings from three literacy professional learning initiatives” in Literacy Research and Instruction, and “Professional development to promote teacher adaptability” in Theory into Practice.
Ankrum and colleagues note that effective teachers differentiate instruction to meet the needs of their learners; and that professional development (PD) opportunities are essential to enhance teachers’ ability to differentiate and adapt their instruction.
In “Barriers to Change…” the authors describe three literacy PD initiatives, factors that impede teacher change, and provide suggestions for improving professional learning.
In “Professional Development to promote teacher adaptability” they outline the principals of effective PD, as well as specific characteristics of PD that enhance teachers’ instructional adaptability.
Parsons, A.W., Parsons, S., Morewood, A.L., & Ankrum, J. W. (2016). Barriers to change: Findings from three literacy professional learning initiatives. Literacy Research and Instruction, 55(4),
Parsons, A.W., Ankrum, J. W., & Morewood, A.L., (2016). Professional development to promote teacher adaptability. Theory into Practice, 55(3),