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	2006
Resource Type	Dissertation
Notes	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
Language	eng
OCLC number	713734336
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The Effect of Job-embedded Professional Development on Teachers' Literacy Practices and Student Achievement