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| Autor/in | Williams, Camille Elaine |
|---|---|
| Titel | A Case Study on the Impact of the Coaching Aspect of the Literacy Partnership Professional Development Program |
| Quelle | (2017), (153 Seiten)
PDF als Volltext Ed.D. Dissertation, Trevecca Nazarene University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-0-3551-8848-6 |
| Schlagwörter | Hochschulschrift; Dissertation; Case Studies; Teacher Attitudes; Partnerships in Education; Teaching Methods; Academic Achievement; Literacy Education; Questionnaires; Focus Groups; Faculty Development; Teacher Competencies; Program Effectiveness; Knowledge Level; Coaching (Performance) |
| Abstract | The purpose of this case study was to gain insight on teachers' perceptions on implementing a balanced literacy framework and determine the effects of the Literacy Partnership Professional Development (LPPD) on classroom instruction, teacher perceptions, and student achievement on End-of-year Benchmark Text Level assessments. This study sought to assess teachers' perceptions in using a balanced literacy framework and measure how participating teachers are applying knowledge gained from their experience as participants of the (LPPD) program. A post action questionnaire was given to participants in two phases of the study. The questionnaire provided perspective on teachers' perceptions on implementing balanced literacy. A focus group interview gave understanding teachers on their abilities to implement specific components of balanced literacy with fidelity. [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). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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