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Building Reading Pedagogy in Teachers : = Changing Teacher Practices Through Participation in a Differentiated Coaching Professional Development Model.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Building Reading Pedagogy in Teachers :/
Reminder of title:	Changing Teacher Practices Through Participation in a Differentiated Coaching Professional Development Model.
Author:	Whyte, Kelly.
Description:	1 online resource (128 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 76-11, Section: A.
Contained By:	Dissertations Abstracts International76-11A.
Subject:	Pedagogy. -
Online resource:	click for full text (PQDT)
ISBN:	9781321707236

Building Reading Pedagogy in Teachers : = Changing Teacher Practices Through Participation in a Differentiated Coaching Professional Development Model.
Whyte, Kelly.

Building Reading Pedagogy in Teachers :Changing Teacher Practices Through Participation in a Differentiated Coaching Professional Development Model. - 1 online resource (128 pages)

Source: Dissertations Abstracts International, Volume: 76-11, Section: A.

Thesis (D.Ed.)--University of St. Francis, 2015.

Includes bibliographical references

This study explored effectiveness of implementation of a differentiated professional development coaching model in a diverse elementary district. The professional development model chosen for this study incorporated coaching facilitated through grade-level meetings to build reading pedagogy. A differentiated focus was used to allow for the professional development to be intentionally relevant. This research was used to investigate if the Professional Learning Community implementation would change teachers' reading pedagogical practices and lead to higher levels of student reading achievement. Due to limitations of this study taking place for only one year, the results of the study indicated no quantitatively statistical significance among differences in teachers' reading pedagogy. However, mixed qualitative and quantitative results indicated general teacher agreement with gains in component content knowledge, reading strategy knowledge, instructional strategy knowledge, content knowledge, strategy use, and additional training needs, while teachers reported a perceived value in the training and the reading strategies used, the need to implement these strategies, and the need for additional training to support the implementation process. Additionally, student achievement data demonstrated substantial increases in reading achievement across all grade levels during the study time frame in which the PLC coaching model was implemented. Recommendations for practice include steps that districts and principals can take for professional learning community teams to support changes in teachers' and paraprofessionals' practices, efficacy, and improved student achievement.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9781321707236Subjects--Topical Terms:

1148703
Pedagogy.
Subjects--Index Terms:

Building reading pedagogy in teachersIndex Terms--Genre/Form:

554714
Electronic books.

Building Reading Pedagogy in Teachers : = Changing Teacher Practices Through Participation in a Differentiated Coaching Professional Development Model.
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502 $a Thesis (D.Ed.)--University of St. Francis, 2015.
504 $a Includes bibliographical references
520 $a This study explored effectiveness of implementation of a differentiated professional development coaching model in a diverse elementary district. The professional development model chosen for this study incorporated coaching facilitated through grade-level meetings to build reading pedagogy. A differentiated focus was used to allow for the professional development to be intentionally relevant. This research was used to investigate if the Professional Learning Community implementation would change teachers' reading pedagogical practices and lead to higher levels of student reading achievement. Due to limitations of this study taking place for only one year, the results of the study indicated no quantitatively statistical significance among differences in teachers' reading pedagogy. However, mixed qualitative and quantitative results indicated general teacher agreement with gains in component content knowledge, reading strategy knowledge, instructional strategy knowledge, content knowledge, strategy use, and additional training needs, while teachers reported a perceived value in the training and the reading strategies used, the need to implement these strategies, and the need for additional training to support the implementation process. Additionally, student achievement data demonstrated substantial increases in reading achievement across all grade levels during the study time frame in which the PLC coaching model was implemented. Recommendations for practice include steps that districts and principals can take for professional learning community teams to support changes in teachers' and paraprofessionals' practices, efficacy, and improved student achievement.
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