Elementary Teachers' Perceptions of the Reading Mastery (C) Program's Literacy Professional Development

Autor/in	Suber, Patrick
Titel	Elementary Teachers' Perceptions of the Reading Mastery (C) Program's Literacy Professional Development
Quelle	(2014), (166 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3037-3837-1
Schlagwörter	Hochschulschrift; Dissertation; Elementary School Teachers; Teacher Attitudes; Reading; Reading Instruction; Reading Programs; Literacy; Literacy Education; Professional Development; Academic Achievement; Disadvantaged Schools; Educationally Disadvantaged; Minority Group Children; Reading Improvement; Reading Comprehension; Program Implementation; Administrators; Teacher Education; Case Studies; Professional Training; Grade 3; Grade 4; Grade 5; Semi Structured Interviews; Learning Activities; Interprofessional Relationship; Communities of Practice; Reading Strategies; Best Practices; Reading Achievement; Reading Skills; Basal Reading; Readiness; Qualitative Research; South Carolina + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Leseprozess; Lesen; Leseunterricht; Alphabetisierung; Schreib- und Lesefähigkeit; Schulleistung; Leseverstehen; Lehrerausbildung; Lehrerbildung; Case study; Fallstudie; Case Study; Berufliche Fachbildung; Berufliche Fortbildung; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Lernaktivität; Community; Reading strategy; Leselernstufe; Lesetechnik; Leseleistung; Reading skill; Lesefertigkeit; Lesetraining; Qualitative Forschung
Abstract	Teachers at a Title I elementary school in South Carolina implemented the scripted Reading Mastery© program (RMP) to improve students' comprehension. Comprehension scores did not increase, despite teachers receiving RMP professional development (PD) prior to implementing the program. Administrators were unaware if the teachers were adequately prepared to use the program regardless of the PD they received. Examining the teachers' preparedness in using the RMP might provide administrators with the failures and successes of the PD. The purpose of this qualitative case study was to explore teachers' perceptions of the reading program's PD relative to their preparation in implementing the program. Wagner's 7-step system change model for leading change served as the study's conceptual foundation. The guiding research question for this study focused on how teachers' professional training prepared them to implement the new reading curriculum. A purposeful sample of eight teachers in Grades 3-5 at one elementary school participated in semistructured interviews that were analyzed using inductive analysis. Results showed that teachers were unprepared in the initial stage of the RMP implementation; however, teachers benefited from follow-up sessions with PD trainers when they provided constructive criticism and individualized assistance for lessons they observed. Furthermore, teachers acknowledged that they needed additional and varied strategies to improve students' comprehension. A professional learning community (PLC) plan was designed to help teachers integrate RMP strategies and best practices of literacy instruction. Implementation of a PLC initiative could bring about positive social change by refining teachers' reading instruction to improve students' reading performance, and, ultimately, produce a literate society. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01