A Professional Development Initiative for Literacy in Guatemala

By Miriam Pepper-Sanello and Adrienne Andi Sosin.

Published by The Learner Collection

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Article: Print $US10.00
Article: Electronic $US5.00

Participation in an International Reading Association (IRA) literacy initiative in Guatemala provided the opportunity to conduct research about the Guatemalan education system. The researchers observed literacy practices at two public elementary schools, catalogued instructional materials, and noted the resources available to schools in Guatemala. At the Seventh International Literacy Conference in Guatemala City, February 2009, the team conducted professional development workshops to share research-based best practices in literacy, and collected data from Guatemalan teachers. This participatory action research study examines Guatemalan classroom environments, literacy instructional practices and collaborative professional development for teachers. The research provides insight into processes of international professional development in literacy, and the status of education in developing nations. Researchers’ reflections on personal and professional learning about the Guatemalan educational system support continued collaborations between US teachers and Guatemalan educators.

Keywords: International Literacy, Social Justice, Guatemala, Professional Development, Teacher Preparation, International Reading Association

The International Journal of Learning, Volume 16, Issue 8, pp.261-270. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.214MB).

Dr. Miriam Pepper-Sanello

Assistant Professor, Ruth S. Ammon School of Education, Curriculum and Instruction, Literacy Programs, Adelphi University, Garden City, New York, USA

Dr. Miriam Pepper-Sanello is an Assistant Professor with a specialization in Literacy in the Curriculum and Instruction Department in the Ruth S. Ammon School of Education at Adelphi University in Garden City, New York. She has served in numerous capacities for the Department of Education in New York City in school and district-wide positions that have included classroom teacher, reading teacher, staff developer, assistant/director of communication arts, elementary school principal, director of literacy, standards and curriculum, and director of instruction and professional development in K-9 programs. Her research interests include professional development in literacy, culture, diversity and language to reach marginalized populations. She has authored numerous scholarly works that comprise of collaborative, professional development models of teacher education to integrate literacy best practices, to apply and infuse technology in teacher preparation, and to develop a social justice curriculum in instructional classroom programs in the US and globally.

Dr. Adrienne Andi Sosin

Associate Professor, Ruth S. Ammon School of Education, Adelphi University, Garden City, New York, USA

Dr. Adrienne Andi Sosin began her teaching career with the New York City Board of Education, and now is a teacher educator, serving as Associate Professor at Adelphi University, The City College of New York, and Pace University. She has authored numerous articles, and co-edited and contributed to Organizing the Curriculum: Perspectives on Teaching the American Labor Movement, The Many Faces of School-University Collaboration and the International Reading Association’s Standards for Reading Professionals, Revised 2003. She is a founder of the Education & Labor Collaborative. Her research interests are labor and adult education, leadership, and literacy for social justice.

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