A Case Study: The Influence of Literacy Professional Development on Teaching Practices and Teacher Self-Efficacy

Autor/in	Maclin, Michelle Smith
Titel	A Case Study: The Influence of Literacy Professional Development on Teaching Practices and Teacher Self-Efficacy
Quelle	(2018), (166 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Concordia University (Oregon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4385-8757-1
Schlagwörter	Hochschulschrift; Dissertation; Academic Achievement; Case Studies; Literacy Education; Faculty Development; Teaching Methods; Self Efficacy; Reading Instruction; Grade 4; Grade 3; Grade 5; Elementary School Teachers; Teacher Attitudes; Educational Practices + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulleistung; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Self-efficacy; Selbstwirksamkeit; Leseunterricht; School year 04; 4. Schuljahr; Schuljahr 04; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Bildungspraxis
Abstract	This case study was designed to explore how professional development for teachers in literacy and reading instruction was perceived by teachers as influencing their levels of self-efficacy, teaching practices, as well as affecting achievement levels for students. The population for the study was 13 grade 3-5 teachers from an urban elementary school in the southern portion of the United States. The research questions for the study included: What was the perception of teachers concerning the training received and the usefulness for teaching literacy? What aspects of training did teachers find most beneficial? What is the perception of teachers' level of efficacy after the professional development training? What is the teachers' perception of changes in instructional practices after the professional development training? What trends were noted in the student achievement scores of the "i-Ready" test after teacher participation in professional development? Teachers were divided into two groups. Cohort A received literacy professional development, while Cohort B did not and continued with current instructional practices. Task cards were introduced during the professional development as a resource for teachers when providing literacy instruction. Tasks contained all the necessary information and materials for providing instruction that result in increased student achievement. Teachers found the questioning embedded within task cards to be extremely beneficial, as a resource. The data revealed positive trends in student achievement on "i-Ready" assessments after teachers' participation in professional development in literacy. [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