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The Effect of Job-embedded Professional Development on Teachers' Literacy Practices and Student...
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The Effect of Job-embedded Professional Development on Teachers' Literacy Practices and Student Achievement
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Description
Identifier
Diss
21
Author
Hatfield, Linda S.
Title
The
Effect
of
Job-embedded
Professional
Development
on
Teachers
'
Literacy
Practices
and
Student
Achievement
Publisher
Central Connecticut State University
Date of Publication
2006
Resource Type
Dissertation
Abstract
Professional
development
has
become
a
vital
part
of
school
reform
. With the
change
in
societal
needs
for
students
, the
lack
of
teacher
preparation
programs
, and the
current
legislation
,
teachers
have
developed
a
need
to
increase
their
knowledge
of
effective
literacy
instruction
. This
study
focused
on how
job-embedded
professional
development
impacted
three
intermediate
elementary
teachers
'
literacy
practice
and
student
achievement
. The
data
collected
used
primarily
a
qualitative
methodology
with
aspects
of
quantitative
analysis
.
Providing
constructivist
professional
development
impacted
teachers
'
literacy
practice
and
student
achievement
.
Conclusions
included
meeting
the
needs
of
individual
adult
learners
,
modeling
of
instructional
strategies
,
teachers
being
active
in their
learning
, and
consistent
time
for
professional
development
.
Recommendations
from the
study
were
addressed
to
professional
development
providers
,
literacy
coaches
,
school
leaders
, and
researchers
.
Subject
Literacy -- Study and teaching (Elementary)
Elementary school teachers -- Training of
Teacher effectiveness
Department
Department of Educational Leadership
Advisor
Faryniarz, Judith O., 1951-
Type
Text
Digital Format
application/pdf
Software
System requirements: PC and World Wide Web browser.
Language
eng
OCLC number
713734336
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