Creating a Balanced Literate Environment for the Multi-Age, Multi-Ability, Primary Classroom through Staff Development. Embry, J. E. 1994. ![Creating a Balanced Literate Environment for the Multi-Age, Multi-Ability, Primary Classroom through Staff Development. [link]](https://bibbase.org/img/filetypes/link.svg "link")
Paper abstract bibtex A practicum was designed to increase the expertise of primary teachers in the creation of developmentally appropriate reading/writing curriculum for the multi-age, multi-ability, primary classroom through literacy training staff development sessions. The system of literacy training was constructed over a period of eight months with 34 primary teachers from three elementary schools. Staff development training sessions on early literacy and authentic assessment using the running record were developed. Pre/post questionnaires, change assessment scales for administrators, a literacy plan of action for local schools, running record scripts for assessment training, literacy lessons, and developmentally appropriate curricula were administered or developed. Analysis of the data revealed that after the staff development training on early literacy and authentic assessment, the primary teachers were able to create a developmentally appropriate curriculum for reading and writing in the
@article{embry_creating_1994,
title = {Creating a {Balanced} {Literate} {Environment} for the {Multi}-{Age}, {Multi}-{Ability}, {Primary} {Classroom} through {Staff} {Development}.},
url = {http://eric.ed.gov/?q=multiage&pg=26&id=ED371340},
abstract = {A practicum was designed to increase the expertise of primary teachers in the creation of developmentally appropriate reading/writing curriculum for the multi-age, multi-ability, primary classroom through literacy training staff development sessions. The system of literacy training was constructed over a period of eight months with 34 primary teachers from three elementary schools. Staff development training sessions on early literacy and authentic assessment using the running record were developed. Pre/post questionnaires, change assessment scales for administrators, a literacy plan of action for local schools, running record scripts for assessment training, literacy lessons, and developmentally appropriate curricula were administered or developed. Analysis of the data revealed that after the staff development training on early literacy and authentic assessment, the primary teachers were able to create a developmentally appropriate curriculum for reading and writing in the},
language = {en},
urldate = {2015-04-08},
author = {Embry, Julia E.},
year = {1994}
}
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