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Teacher Perspectives on the Implementation of a Foundational Reading Skills Program : = A Qualitative Case Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teacher Perspectives on the Implementation of a Foundational Reading Skills Program :/
其他題名:	A Qualitative Case Study.
作者:	Pollett, Colleen.
面頁冊數:	1 online resource (132 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-03, Section: A.
Contained By:	Dissertations Abstracts International84-03A.
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29320124click for full text (PQDT)
ISBN:	9798351432885

Teacher Perspectives on the Implementation of a Foundational Reading Skills Program : = A Qualitative Case Study.
Pollett, Colleen.

Teacher Perspectives on the Implementation of a Foundational Reading Skills Program :A Qualitative Case Study. - 1 online resource (132 pages)

Source: Dissertations Abstracts International, Volume: 84-03, Section: A.

Thesis (Ed.D.)--University of Florida, 2022.

Includes bibliographical references

Reading proficiency is one of the expected core outcomes of a successful elementary school experience for students, yet many school systems do not provide teachers with the requisite training, support, or resources to meet this fundamental objective. Providing teachers with professional learning paired with educative curriculum materials within a collaborative school environment has the potential to increase uptake of professional learning and create sustained changes in instruction ultimately leading to improved student outcomes. The purpose of this qualitative case study was to understand teacher perceptions of a professional learning experience and curriculum implementation for foundational reading skills in kindergarten, first, and second grade at one elementary school. Specifically, the study sought to discover specific aspects of the experience teachers found most supportive of their instruction, how the experience could be improved, and the ways in which teachers' thinking about reading instruction changed as a result of the experience. Findings are the result of analysis of multiple data sources including field notes, interviews, documents, and artifacts collected in the 2020-2021 school year. Participants found the relevance of the experience, the quality and continuity of the curriculum, and autonomy over their practice were the most supportive aspects of the implementation experience. Participants felt providing additional supplemental materials and addressing discrepancies with district requirements would have improved the experience. Participants noticed an increase in their own knowledge about the science of how children learn to read. This led to changes in thinking about the importance of phonemic awareness and how children build word reading automaticity. These findings add to the growing body of research about the utility of educative curricula in increasing uptake of professional learning.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798351432885Subjects--Topical Terms:

2122756
Reading instruction.
Subjects--Index Terms:

CurriculumIndex Terms--Genre/Form:

542853
Electronic books.

Teacher Perspectives on the Implementation of a Foundational Reading Skills Program : = A Qualitative Case Study.
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