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Creating and Implementing Profession...

Regan, Tiffany Arnett.

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Creating and Implementing Professional Development with Self-Selected Literacy Content for Teachers in a Developing Country.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Creating and Implementing Professional Development with Self-Selected Literacy Content for Teachers in a Developing Country./
作者:	Regan, Tiffany Arnett.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	253 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
Contained By:	Dissertation Abstracts International79-02A(E).
標題:	Teacher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10619706
ISBN:	9780355457766

Creating and Implementing Professional Development with Self-Selected Literacy Content for Teachers in a Developing Country.
Regan, Tiffany Arnett.

Creating and Implementing Professional Development with Self-Selected Literacy Content for Teachers in a Developing Country. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 253 p.

Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.

Thesis (Ed.D.)--University of Northern Colorado, 2017.

The purpose of this descriptive case study was to identify teacher strengths and needs to create a site-specific professional development program for literacy. I was interested in studying how to identify teacher needs and strengths and explore the compatibility between teacher beliefs, current practice, and best practices in literacy. This study was guided by the following research questions: Q1 In a developing country, what process is the best fit for creating and implementing a professional development program based on an asset-driven model and self-selected literacy content? Q2 How is a balance attained among current practice, self-selected content, and known best practices in literacy instruction?

ISBN: 9780355457766Subjects--Topical Terms:

3172312
Teacher education.

Creating and Implementing Professional Development with Self-Selected Literacy Content for Teachers in a Developing Country.
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500 $a Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
500 $a Adviser: James Erekson.
502 $a Thesis (Ed.D.)--University of Northern Colorado, 2017.
520 $a The purpose of this descriptive case study was to identify teacher strengths and needs to create a site-specific professional development program for literacy. I was interested in studying how to identify teacher needs and strengths and explore the compatibility between teacher beliefs, current practice, and best practices in literacy. This study was guided by the following research questions: Q1 In a developing country, what process is the best fit for creating and implementing a professional development program based on an asset-driven model and self-selected literacy content? Q2 How is a balance attained among current practice, self-selected content, and known best practices in literacy instruction?
520 $a This study was conducted over a two-month period in two schools, but the entire data collection period spanned nine months. Data from teacher surveys were collected from teachers at two different public-schools. Participants were six 1st--3rd grade teachers from two different elementary schools in the same district. Data sources included observational field notes, research journal notes, teacher surveys, digital correspondence, photographs, and interviews. Results for question one indicated that four themes emerged from the data: (a) addressing the three ecologies of knowing is crucial, (b) the revised process flowchart is an effective tool, (c) flexibility is necessary for this context, and (d) effective communication is vital and challenging. Results for the second question indicated that the process for achieving a balance among current practices and beliefs, identifying self-selected content, and incorporating both with known best practices was effective. Moreover, attempts to implement new strategies may be affected more by a lack of material resources than by teacher beliefs or current practices.
520 $a The results of this study point to implications for professional development. I created an adapted version of a professional development model that incorporates components that address critical theory and social constructivist perspectives. Also, the process flowchart may be useful as a template for educators in creating and implementing a professional development program that is based on an asset-driven model.
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