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A Study of Preschool Teachers' Literacy Based Professional Development Experiences and Their Literacy Beliefs.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	A Study of Preschool Teachers' Literacy Based Professional Development Experiences and Their Literacy Beliefs./
Author:	Givens, Evette L.
Description:	1 online resource (153 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.
Contained By:	Dissertation Abstracts International79-05A(E).
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355570199

A Study of Preschool Teachers' Literacy Based Professional Development Experiences and Their Literacy Beliefs.
Givens, Evette L.

A Study of Preschool Teachers' Literacy Based Professional Development Experiences and Their Literacy Beliefs. - 1 online resource (153 pages)

Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.

Thesis (Ed.D.)

Includes bibliographical references

This study focuses on preschool teachers' professional development experiences and how they influence their emergent literacy beliefs. With increasing pressure to increase reading test scores, administrators are starting to question the literacy instruction methods used in preschool classrooms. This qualitative phenomenographic study explored the experiences of preschool teachers who work in a large urban school system in the Southeast. Thematic analysis was used to find common themes among the interview responses. Data from the interviews indicate that participants had variable lived experiences with literacy-focused professional development. Most believed phonological awareness is the most important literacy skill that can be learned and more time is needed for professional development. Conclusions drawn from this study are that teachers need more literacy-focused professional development, they require more education on oral language and writing, and they need more access to ongoing professional development.

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

Mode of access: World Wide Web

ISBN: 9780355570199Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

A Study of Preschool Teachers' Literacy Based Professional Development Experiences and Their Literacy Beliefs.
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500 $a Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.
500 $a Adviser: Donna Harkins.
502 $a Thesis (Ed.D.) $c University of West Georgia $d 2017.
504 $a Includes bibliographical references
520 $a This study focuses on preschool teachers' professional development experiences and how they influence their emergent literacy beliefs. With increasing pressure to increase reading test scores, administrators are starting to question the literacy instruction methods used in preschool classrooms. This qualitative phenomenographic study explored the experiences of preschool teachers who work in a large urban school system in the Southeast. Thematic analysis was used to find common themes among the interview responses. Data from the interviews indicate that participants had variable lived experiences with literacy-focused professional development. Most believed phonological awareness is the most important literacy skill that can be learned and more time is needed for professional development. Conclusions drawn from this study are that teachers need more literacy-focused professional development, they require more education on oral language and writing, and they need more access to ongoing professional development.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Education. $3 555912
650 4 $a Reading instruction. $3 1148440
650 4 $a Teacher education. $3 1148451
650 4 $a Early childhood education. $3 557157
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710 2 $a University of West Georgia. $b School Improvement. $3 1180096
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