| In this qualitative action research study a Grade 2 and 3 teacher gathered, implemented, and assessed the effectiveness of teaching literacy strategies to address the literacy needs of a diverse group of students. An additional purpose of the study was to prompt instruction-focused dialogue with colleagues the researcher expected that teachers talking about aspects of teaching and learning could be an important first step in the development of a learning community at the school. This self-initiated inquiry led to commitment to a literacy program that is built on the principles of culturally responsive teaching and communicative language teaching. Experiences with colleagues during professional development activities on school and district based initiatives pointed out the challenges associated with school reform. This study may be of interest to classroom teachers, instructional leaders, administrators and school board officials, as a demonstration of the reflective, classroom-based implementation of promising practices in literacy pedagogy and the value of professional conversations. |
