IERI: Teachers' Disciplinary Knowledge of Reading and its Relationship to K-3 Pedagogy and Student Achievement

University Of California-Berkeley, Berkeley CA

Investigators

Abstract

Abstract Proposal number: 0114854 PI: Anne Cunningham Institution: UC Berkeley Title: Teachers' Disciplinary Knowledge of Reading and its Relationship to K-3 Pedagogy and Student Achievement This is a planning grant for a project that will investigate the current level of K-3 elementary school teachers. disciplinary knowledge, beliefs, and knowledge calibration in reading processes, development, and pedagogy. The project will use a set of workshops and development activities in the planning of how to conduct a series of experimental, longitudinal, and qualitative studies that will lead to a greater understanding of the type and depth of knowledge needed to be an effective teacher of reading (as evidenced by student performance) and the models of professional development that facilitate the growth of teachers. disciplinary knowledge, beliefs, and pedagogy in reading and literacy.