Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Collaborative professional learning (1)
- EVAAS (1)
- Early literacy (1)
- Exceeding growth (1)
- Meeting growth (1)
-
- Professional development (1)
- Professional learning (1)
- Program evaluation (1)
- Reading strategies (1)
- Self-efficacy; collaboration (1)
- Student growth (1)
- Summer learning (1)
- Summer reading initiatives (1)
- Summer reading loss (1)
- Summer school (1)
- Teacher actions (1)
- Teacher beliefs (1)
- Teacher knowledge (1)
- Transfer of learning (1)
Articles 1 - 3 of 3
Full-Text Articles in Education
Summer Reading Loss: A Program Evaluation On The Impact Of A Summer School Program On Reducing Summer Reading Loss In High-Poverty Middle School Students In An Urban School District, Rossi J. Volley
Doctor of Education Dissertations
Summer vacation is an opportunity for students to relax from the academic demands of school. Unfortunately, during the summer break, student literacy skills decline, and growth is limited. This decline is especially significant for high-poverty students within urban public school districts. High-poverty students lose, on average, 3 months of academic learning over the summer months while other students gain or stay the same (Stein, 2016). Participating in an intensive reading program and engaging in academic experiences similar to those of their advantaged peers minimize summer reading loss (Schacter, 2003). The purpose of this program evaluation was to examine the impact …
Collaborative Professional Learning In Early Literacy: The Impact On Teacher Knowledge, Actions, And Beliefs, Jaime Henderson Dawson
Collaborative Professional Learning In Early Literacy: The Impact On Teacher Knowledge, Actions, And Beliefs, Jaime Henderson Dawson
Doctor of Education Dissertations
Literacy is the foundation for individual success and economic independence. Early literacy development is an area of importance; thus, professional learning in early literacy is critical and significant. This study examined the impact of a collaborative professional learning model in early literacy on teacher knowledge, actions, and efficacy and how learning transfer resulted in changes to instructional practices. The study utilized an explanatory sequential mixed methods design. Data were collected from participants in a specific collaborative professional learning model, the Early Literacy Professional Development (ELPD) model. Quantitative data were collected through surveys to identify professional learning topics perceived as having …
Meeting And Exceeding Expected Growth In Evaas: A Study Of The Strategies Used By K-2 Reading Teachers, Dia Collins Thomas
Meeting And Exceeding Expected Growth In Evaas: A Study Of The Strategies Used By K-2 Reading Teachers, Dia Collins Thomas
Doctor of Education Dissertations
This is a mixed methods study that explored instructional reading strategies that were used by kindergarten, first-, and second-grade teachers who met and/or exceeded expected growth in EVAAS from 2017-2019. Research by John Hattie, Douglas Fisher, Nancy Frey, and Robert Marzano are included in the literature review of this study. Data were collected through the use of a survey and interviews. There were a total of 15 K-2 teachers who completed the survey and 2 of them agreed to participate in the interviews. Findings from the surveys revealed goal setting, vocabulary instruction, and blended learning as three strategies commonly used …