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A Mixed-Methods Study On Student Achievement In Reading And Teacher Professional Development In A K-2 Urban Public School Setting, Michelle Chism
A Mixed-Methods Study On Student Achievement In Reading And Teacher Professional Development In A K-2 Urban Public School Setting, Michelle Chism
Dissertations
To determine if a relationship existed between teacher professional development and student reading achievement for grades K-2, the researcher conducted a mixedmethods study to examine reading achievement and teacher professional development in a Midwest urban school district. If the researcher was able to show a relationship between teacher professional development and student reading achievement, recommendations could be made on research-based professional development models proven to increase student academic achievement and improve instructional practices within an underachieving school district. To determine if a relationship existed between the above-mentioned variables, the researcher examined student standardized reading achievement scores and teacher survey responses …
Moving To A District Balanced Literacy Program: A Change Leadership Plan, Cynthia A. Marks, Carol A. Benda
Moving To A District Balanced Literacy Program: A Change Leadership Plan, Cynthia A. Marks, Carol A. Benda
Dissertations
Based upon the requirements of the No Child Left Behind mandate, schools that failed to achieve the Annual Yearly Progress (AYP) designation for two consecutive years were required to implement a comprehensive school reform model. This change plan examined the movement from the comprehensive school reform model Success For All (SFA) to a balanced literacy framework within Harmony District 841. The framework advocated for balanced literacy instruction that supported the integration of authentic reading and writing experiences, application of literacy strategies and skills, implementation of a culturally relevant text, focus on professional development for teachers, and provision for effective instructional …