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Reading Teachers’ Perspectives On Professional Development In Phonological Methods And Implementation Of Instructional Strategies, Lisa M. Toole
Reading Teachers’ Perspectives On Professional Development In Phonological Methods And Implementation Of Instructional Strategies, Lisa M. Toole
Walden Dissertations and Doctoral Studies
The problem addressed through this research study was although kindergarten through Grade 3 (K–3) reading teachers have received specific professional development in phonological methods, a gap in practice exists with the implementation of instructional strategies. The purpose of this study was to explore K–3 reading teachers' perspectives regarding their professional development in phonological methods and what further professional development is needed for consistent and effective implementation of instructional strategies to support student achievement in phonemic awareness and phonics. Flavell's theory of thinking about thinking, otherwise known as metacognition, was the grounding conceptual framework. The research questions guided the study by …
Reading Teachers’ Perspectives On Professional Development In Phonological Methods And Implementation Of Instructional Strategies, Lisa M. Toole
Reading Teachers’ Perspectives On Professional Development In Phonological Methods And Implementation Of Instructional Strategies, Lisa M. Toole
Walden Dissertations and Doctoral Studies
The problem addressed through this research study was although kindergarten through Grade 3 (K–3) reading teachers have received specific professional development in phonological methods, a gap in practice exists with the implementation of instructional strategies. The purpose of this study was to explore K–3 reading teachers' perspectives regarding their professional development in phonological methods and what further professional development is needed for consistent and effective implementation of instructional strategies to support student achievement in phonemic awareness and phonics. Flavell's theory of thinking about thinking, otherwise known as metacognition, was the grounding conceptual framework. The research questions guided the study by …
Reading Teachers’ Perspectives On Professional Development In Phonological Methods And Implementation Of Instructional Strategies, Lisa M. Toole
Reading Teachers’ Perspectives On Professional Development In Phonological Methods And Implementation Of Instructional Strategies, Lisa M. Toole
Walden Dissertations and Doctoral Studies
The problem addressed through this research study was although kindergarten through Grade 3 (K–3) reading teachers have received specific professional development in phonological methods, a gap in practice exists with the implementation of instructional strategies. The purpose of this study was to explore K–3 reading teachers' perspectives regarding their professional development in phonological methods and what further professional development is needed for consistent and effective implementation of instructional strategies to support student achievement in phonemic awareness and phonics. Flavell's theory of thinking about thinking, otherwise known as metacognition, was the grounding conceptual framework. The research questions guided the study by …