Investigating Content Area Teachers Understanding of a Content Literacy Framework: A Yearlong Professional Development Initiative

The use of the Question—Answer Relationship strategy led to a deeper use of cognitive strategies by teachers and students.

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Bibliographic Details
Published in:Journal of adolescent & adult literacy 2009-05, Vol.52 (8), p.708-718
Main Authors: Wilson, Nance S., Grisham, Dana L., Smetana, Linda
Format: Article
Language:English
Subjects:
adolescence
Classroom observation
cognitive
Company business management
comprehension
Content area instruction
Content Area Reading
Content Area Writing
content literacy
early adolescence
Educational Strategies
English teachers
Evaluation
High school students
High school teachers
High school teaching
inservice
instructional
Instructional Improvement
learner
Learning
Learning Processes
Lesson Plans
Literacy
Management
Metacognition
metacognitive
Pedagogical Content Knowledge
Practice
profdev
Professional Development
Program Descriptions
Program Effectiveness
questioning
R&D
Reading comprehension
Reading instruction
Reading teachers
Reflection
Research & development
Secondary school students
Secondary School Teachers
Secondary schools
strategies
Studies
Teacher education
Teacher Improvement
Teachers
Teaching Methods
theoretical
topic
Training Methods
type
United States
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Description
Summary:The use of the Question—Answer Relationship strategy led to a deeper use of cognitive strategies by teachers and students.
ISSN:1081-3004
1936-2706
DOI:10.1598/JAAL.52.8.6