| Title: |
Honoring Local Context: Designing Collaborative Pre-K-12 School Literacy Action Plans |
| Language: |
English |
| Authors: |
Shea N. Kerkhoff (ORCID 0000-0003-0052-4923); Amy Lannin (ORCID 0000-0003-3773-7244); Katie Kline; Katherine O'Daniels; Julie Sheerman; Nancy R. Singer; Laura Obubo; Diana Hammond; Tracy Brosch; Nicole Higgins; Astri Napitupulu |
| Source: |
AERA Open. 2025 11(1). |
| Availability: |
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: |
Y |
| Page Count: |
16 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Early Childhood Education; Preschool Education; Elementary Education; Secondary Education; Elementary Secondary Education |
| Descriptors: |
Literacy; Educational Planning; Preschool Teachers; Elementary School Teachers; Secondary School Teachers; Educational Research; Partnerships in Education; Program Development; Influences; Theory Practice Relationship; Teacher Leadership |
| Geographic Terms: |
Missouri |
| ISSN: |
2332-8584 |
| Abstract: |
A literacy plan holds the potential to drive instruction and impact student learning, but too often once these plans are created, they sit on a shelf and are of no practical value to teachers doing the daily work of improving student literacy. This mixed-methods study investigated a statewide research-practice partnership with pre-K-12 teachers to design school literacy action plans that are inquiry based, culturally relevant, and responsive to local contexts. Our approach to literacy plan design supported educators through professional learning around co-constructed goals and initiated an iterative process of inquiry, revision, and growth. Initial needs/assets surveys, follow-up reflections and evaluations, and literacy plan documents provided evidence that a collaborative process in designing literacy plans is key and that teachers need to be supported as leaders in their schools to best build on their own literacy understandings and incorporate new evidence-based knowledge. |
| Abstractor: |
As Provided |
| Entry Date: |
2026 |
| Accession Number: |
EJ1494805 |
| Database: |
ERIC |