東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Elementary Teachers' Perceptions of ...

Suber, Patrick.

Linked to FindBook

Google Book

Amazon

博客來

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

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Elementary Teachers' Perceptions of the Reading Mastery (c) Program's Literacy Professional Development./
Author:	Suber, Patrick.
Description:	166 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-06(E), Section: A.
Contained By:	Dissertation Abstracts International75-06A(E).
Subject:	Education, Leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3612310
ISBN:	9781303738371

Elementary Teachers' Perceptions of the Reading Mastery (c) Program's Literacy Professional Development.
Suber, Patrick.

Elementary Teachers' Perceptions of the Reading Mastery (c) Program's Literacy Professional Development. - 166 p.

Source: Dissertation Abstracts International, Volume: 75-06(E), Section: A.

Thesis (Ed.D.)--Walden University, 2014.

Teachers at a Title I elementary school in South Carolina implemented the scripted Reading Mastery(c) 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.

ISBN: 9781303738371Subjects--Topical Terms:

1035576
Education, Leadership.

Elementary Teachers' Perceptions of the Reading Mastery (c) Program's Literacy Professional Development.
LDR:02739nam a2200277 4500 001 1962417
005 20140805141057.5
008 150210s2014 ||||||||||||||||| ||eng d
020 $a 9781303738371
035 $a (MiAaPQ)AAI3612310
035 $a AAI3612310
040 $a MiAaPQ $c MiAaPQ
100 1 $a Suber, Patrick. $3 2098493
245 1 0 $a Elementary Teachers' Perceptions of the Reading Mastery (c) Program's Literacy Professional Development.
300 $a 166 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-06(E), Section: A.
500 $a Adviser: Richard Braley.
502 $a Thesis (Ed.D.)--Walden University, 2014.
520 $a Teachers at a Title I elementary school in South Carolina implemented the scripted Reading Mastery(c) 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.
590 $a School code: 0543.
650 4 $a Education, Leadership. $3 1035576
650 4 $a Education, Administration. $3 626645
690 $a 0449
690 $a 0514
710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertation Abstracts International $g 75-06A(E).
790 $a 0543
791 $a Ed.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3612310