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A case study of an initiative to increase general educators' use of evidence based reading instruction

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Allyster Brooke Blanks (Creator)
Institution
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Advisor
William Bursuck

Abstract: The purpose of this study was to understand general education teachers' experiences with a school-wide effort to increase the use of evidence-based teaching practices that were highlighted through a professional development workshop in evidence-based reading instruction. A qualitative case study method was used to describe the experiences of five kindergarten and first grade teachers with a professional development program that was part of a school improvement initiative in early reading. The conceptual framework for this study combined a constructivist approach to understanding teachers' experiences with an interpretivist approach based on a theoretical model of school change The sample of participants for this study included two groups of participants: five K-1 general elementary teachers from a rural elementary school and six instructional leaders working in the district where that school is located. The three data sources for this study were documents, interviews, and anecdotal field notes. The researcher used pattern matching, the preferred strategies for case study analysis. Coding procedures and a data analysis plan provided categories of information which formed the basis of the emerging themes of the study. Four recurring topics emerged from the analysis of the data. Theme 1: Teachers are committed professionals. Theme 2: Teachers do what they know how to do. Theme 3: Job-embedded professional development is essential for school change. Theme 4: Effective leaders provide high expectations and support. The implications of these findings for future practice and research are discussed.

Additional Information

Publication
Dissertation
Language: English
Date: 2011
Keywords
Evidence Based Practice, Inclusive Classrooms, Leadership, Organizational Transformation, Professional Development, Reading
Subjects
Reading $x Research $z United States
Reading (Elementary)
Evidence
Literacy $x Study and teaching $z United States
Reading teachers $x Training of $z United States