ABSTRACT  
Research from collaboration in international literacy education involves teachers 
from Guatemala in professional development. The action research study is an inquiry 
of how professional development transforms in-service teachers. The study examines 
K-6 cross-cultural classroom environments and investigates the use of professional 
development to share literacy best practices. Data includes observation checklists 
and teacher surveys of literacy instructional programs and materials. Findings 
suggest the importance of cultural knowledge for professional development 
initiatives, and the literacy practices most appreciated by teachers.   

		Academic Exchange Quarterly  Fall 2009: Volume 13, Issue 3  
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