The influence of learning team participation on four teachers' implementation of writing standards in classroom instruction

Abstract

This study investigates the influence of learning team participation on four teachers' implementation of Hawaiʻi Content and Performance Writing Standards in classroom instruction. The study takes place in two schools in the Leeward District on Oʻahu and involves participants in the Targeted Standards Teacher program, a professional development initiative designed to use the techniques of cognitive coaching and workshop participation to enable teachers to incorporate literacy standards into their classroom instruction. Learning team activities include developing standards-based lesson plans, discussion of the standards with other participants, reflecting on instructional practices, and learning research based methods of implementation. Research methods include participant observations and teacher interviews and surveys. In addition, teachers' journal entries and lesson plans will be analyzed.