國立虎尾科技大學 |

Teacher Implementation of an Adolescent Reading Intervention.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Teacher Implementation of an Adolescent Reading Intervention./
作者:	Troyer, Margaret.
面頁冊數:	1 online resource (138 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.
Contained By:	Dissertation Abstracts International78-11A(E).
標題:	Language arts. -
電子資源:	click for full text (PQDT)
ISBN:	9781369981391

Teacher Implementation of an Adolescent Reading Intervention.
Troyer, Margaret.

Teacher Implementation of an Adolescent Reading Intervention. - 1 online resource (138 pages)

Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.

Thesis (Ed.D.)--Harvard University, 2017.

Includes bibliographical references

This dissertation examines teacher implementation of an adolescent literacy intervention with a coaching component, guided by questions about fidelity of implementation (FoI) and curriculum adaptation. In the first of two studies, I used data from observations of teachers (n=17) in nine schools during the 2013-14 school year to conduct a nuanced descriptive analysis of FoI. I also analyzed weekly logs completed by literacy coaches (n=3) to examine variation in quantity and intensity of coaching. I then compared variation in coaching with variation in FoI, and finally compared FoI to outcomes for students (n=287). FoI at observation 1 was found to predict coaching time, and FoI across both observations predicted student outcomes. This emphasizes the critical role of investigating implementation in order to better understand the results of intervention research.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369981391Subjects--Topical Terms:

556677
Language arts.
Index Terms--Genre/Form:

554714
Electronic books.

Teacher Implementation of an Adolescent Reading Intervention.
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245 1 0 $a Teacher Implementation of an Adolescent Reading Intervention.
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300 $a 1 online resource (138 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.
500 $a Adviser: Nonie K. Lesaux.
502 $a Thesis (Ed.D.)--Harvard University, 2017.
504 $a Includes bibliographical references
520 $a This dissertation examines teacher implementation of an adolescent literacy intervention with a coaching component, guided by questions about fidelity of implementation (FoI) and curriculum adaptation. In the first of two studies, I used data from observations of teachers (n=17) in nine schools during the 2013-14 school year to conduct a nuanced descriptive analysis of FoI. I also analyzed weekly logs completed by literacy coaches (n=3) to examine variation in quantity and intensity of coaching. I then compared variation in coaching with variation in FoI, and finally compared FoI to outcomes for students (n=287). FoI at observation 1 was found to predict coaching time, and FoI across both observations predicted student outcomes. This emphasizes the critical role of investigating implementation in order to better understand the results of intervention research.
520 $a In the second study, I used qualitative methodology to analyze adaptations made by four experienced teachers in one school that sustained implementation of this curriculum after the intervention trial had ended. Six focal adaptations were identified, three each from two teachers, and analyzed for productivity using criteria from Debarger and colleagues (Debarger, Choppin, Beauvineau, & Moorthy, 2013). Of the six, only two met criteria for productivity. This suggests that making productive adaptations is difficult, and that teachers should be supported to do so through educative curriculum materials and effective professional development.
520 $a In addition, an account of teaching practice methodology was used to define each teacher's orientation toward the curriculum (Simon & Tzur, 1999), and then to determine whether this orientation demonstrated assimilation or accommodation to intervention principles (Coburn, 2004). I found that the vast majority of time spent implementing the curriculum included adaptations, and that each teacher's adaptations were different. Although one teacher demonstrated assimilation and accommodation to intervention principles, the other three primarily demonstrated assimilation. These findings suggest the importance of understanding teachers' orientations toward curriculum in order to provide more tailored professional development which may help teachers accommodate to the most critical pedagogical features of a curriculum.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Language arts. $3 556677
650 4 $a Curriculum development. $3 1148494
655 7 $a Electronic books. $2 local $3 554714
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710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Harvard University. $b Culture, Communities, and Education. $3 1192435
773 0 $t Dissertation Abstracts International $g 78-11A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10627432 $z click for full text (PQDT)