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"We're Not Going To Talk About That:" A Qualitative Case Study Of Three Elementary Teachers' Experiences Integrating Literacy And Social Studies, Rebecca L. Powell
"We're Not Going To Talk About That:" A Qualitative Case Study Of Three Elementary Teachers' Experiences Integrating Literacy And Social Studies, Rebecca L. Powell
USF Tampa Graduate Theses and Dissertations
The purpose of this interpretive, qualitative multi-case study (Merriam, 2001; Stake, 1995) was to describe the experiences of three elementary classroom teachers as they integrated literacy and social studies during their literacy instruction. This study was grounded in an interpretivist paradigm and a theoretical lens of symbolic interactionism. The guiding questions were: What are the experiences of three elementary teachers when integrating literacy and social studies instruction? What information do teachers use when making decisions about integrated instruction? How do teachers’ beliefs align with their practices? How do teachers organize, plan for, and provide integrated instruction, including how they use …
School Library Media Specialists' Perceptions Of Collaboration, Leadership And Technology, Jozan Maria Powell
School Library Media Specialists' Perceptions Of Collaboration, Leadership And Technology, Jozan Maria Powell
USF Tampa Graduate Theses and Dissertations
School impact media studies indicate that a well-staffed and funded school library media program with a certified school library media specialist (SLMS) positively correlates with increased student achievement. SLMS must have a shared understanding of their roles and responsibilities to positively impact student success. In an effort to determine prior knowledge and differentiated learning objectives, the method of certification is critical for planning professional development. This dissertation presents a multi-method investigation of differences between Alternatively Certified (AC) and Traditionally Certified (TC) SLMS as it relates to their perceptions of collaboration, leadership and technology described in Information Power: Building Partnerships for …
The Relationship Between Systems-Change Coaching And Levels Of Implementation And Fidelity Of Problem-Solving/Response To Intervention (Ps/Rti), Amanda March
USF Tampa Graduate Theses and Dissertations
This study examined the extent to which coaching facilitates the successful implementation of the Problem-Solving/Response to Intervention (PS/RtI) model in schools, as well as the extent to which coaching enhances the fidelity of implementation of PS/RtI practices in those schools. Data from 34 schools in seven districts participating in three years of a statewide initiative to implement PS/RtI practices with assistance of a PS/RtI coach were used to evaluate the relationship between coaching activities and levels of implementation and integrity outcomes. Data on various coaching-related factors (i.e., perceived coaching quality, coach continuity, frequency and duration of training and technical assistance), …