The Eighth International Literacy & Education Research Network Conference on

SPETSES, GREECE
4-8 July 2001

Abstract

The presentation is a reflective description of a two-year collaborative literacy curriculum transformation process involving literacy consultants, reading, special education, and bilingual teachers of 17 regional technical high school system in the U.S. The question asked is: What cognitive and affective variables come into play when teachers collaborate in developing a literacy curriculum?

Multiple sources of teachers' collaborative engagements throughout the curriculum development process were used for data collection. Guba & Lincoln's (1981) content analysis procedures serve as basis for content analysis. The presenter will share coding protocol, triangulated findings, profile of teachers' affective and cognitive response to the literacy curriculum process, as well as issues and concerns surrounding curriculum transformation via collaboration. Finally, the presenter will invite questions, comments and suggestions in an open forum.

Abstract

Dr Agnes Quiñones, a native of Puerto Rico holds a doctorate degree from the University of Massachusetts/Amherst. She has held several administrative positions in higher education. Currently, Dr Quiñones serves as the state consultant for Reading, TittleI (compensatory education for Math and Reading) and diversity.

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Presentation Type
30min. Paper

Presentation Equipment and Other Requests
Data projector (if possible)

Speaking Date/Time Restrictions

Country
USA