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The impact of a collaborative inquir...

Schaefer, Julie Marie.

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The impact of a collaborative inquiry-based professional development approach on teacher practice and student reading achievement: A mixed methods study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The impact of a collaborative inquiry-based professional development approach on teacher practice and student reading achievement: A mixed methods study./
Author:	Schaefer, Julie Marie.
Description:	184 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.
Contained By:	Dissertation Abstracts International76-03A(E).
Subject:	Reading instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3645533
ISBN:	9781321347685

The impact of a collaborative inquiry-based professional development approach on teacher practice and student reading achievement: A mixed methods study.
Schaefer, Julie Marie.

The impact of a collaborative inquiry-based professional development approach on teacher practice and student reading achievement: A mixed methods study. - 184 p.

Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.

Thesis (Ph.D.)--University of Arkansas at Little Rock, 2014.

This mixed-methods study examined whether one professional development approach, the Collaborative Inquiry-Based (CIB) framework, could impact student achievement within a small group reading intervention, Guided Reading Plus (GRP). Further, qualitative data were collected to better understand what activities teachers engaged in that could play a role in those achievement outcomes. Twelve first grade teachers were randomly selected and assigned to one of the three groups: Group 1- control, Group 2- GRP intervention only, and Group 3- GRP intervention and CIB professional development sessions. The students involved in the study consisted of 249 first grade students who were in the 12 first grade teachers' classrooms. One reading interventionist was randomly selected to serve as the facilitator for Group 3 during the five CIB professional development sessions. The quantitative findings showed that there were no significant differences in the reading achievement scores between the three groups. The 12-week period may have limited the impact on the development of teacher practice, thus influencing the lack of significant gains in student achievement. Further, qualitative data analysis identified sociocultural activity patterns as well as three sociocultural issues that may also have impacted the reading achievement findings: (a) trust issues, (b) off task discussion, and (c) generic affirmations.

ISBN: 9781321347685Subjects--Topical Terms:

2122756
Reading instruction.

The impact of a collaborative inquiry-based professional development approach on teacher practice and student reading achievement: A mixed methods study.
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500 $a Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.
500 $a Adviser: Linda J. Dorn.
502 $a Thesis (Ph.D.)--University of Arkansas at Little Rock, 2014.
520 $a This mixed-methods study examined whether one professional development approach, the Collaborative Inquiry-Based (CIB) framework, could impact student achievement within a small group reading intervention, Guided Reading Plus (GRP). Further, qualitative data were collected to better understand what activities teachers engaged in that could play a role in those achievement outcomes. Twelve first grade teachers were randomly selected and assigned to one of the three groups: Group 1- control, Group 2- GRP intervention only, and Group 3- GRP intervention and CIB professional development sessions. The students involved in the study consisted of 249 first grade students who were in the 12 first grade teachers' classrooms. One reading interventionist was randomly selected to serve as the facilitator for Group 3 during the five CIB professional development sessions. The quantitative findings showed that there were no significant differences in the reading achievement scores between the three groups. The 12-week period may have limited the impact on the development of teacher practice, thus influencing the lack of significant gains in student achievement. Further, qualitative data analysis identified sociocultural activity patterns as well as three sociocultural issues that may also have impacted the reading achievement findings: (a) trust issues, (b) off task discussion, and (c) generic affirmations.
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