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Perceptions Of English Teachers About Professional Development For Evidence-Based Writing Practices, Julie Nicole Bollich
Perceptions Of English Teachers About Professional Development For Evidence-Based Writing Practices, Julie Nicole Bollich
Walden Dissertations and Doctoral Studies
Writing teachers in a southern school district have not consistently implemented evidence-based practices (EBPs) in writing instruction as indicated by students not meeting proficiency levels on state and campus writing assessments. Despite professional development (PD) provided to writing teachers, writing assessment scores remained lower than state level scores between 2012 and 2019 at the target campus. Teachersâ perceptions of their competence related to the implementation of writing strategies in the classroom, their perceptions of how district and campus PD supported their skill development, and their efficacy in designing and implementing lesson plans focused on teaching writing strategies were explored in …