Abstract
The purpose of this research study was to examine the impact on teachers' understanding and use of content literacy strategies at the secondary level. Teachers' perceptions, perspectives, understanding and implementation of content literacy practices were examined over six months to determine study effects. In the voluntary professional development (PD) series, participants completed pre- and post- PD surveys, pre- and post- PD focus group interviews, pre- and post- PD peer and researcher observations, along with online and face-to-face PD sessions. It was expected that the participants' content literacy teaching practices would increase by participating in this multidimensional sustained PD project.
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