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ERIC Number: ED550454
Record Type: Non-Journal
Publication Date: 2012
Pages: 157
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2678-3654-0
ISSN: N/A
Master's Education Programs in Literacy and Their Effect on Inservice Teachers' Beliefs about Teaching Language Arts
King-Cooey, Sarah E.
ProQuest LLC, Ph.D. Dissertation, The University of Akron
The purpose of this qualitative case study was threefold. First, it sought to identify factors which influence belief change of teachers who pursued master's literacy education programs. Second, this study sought to determine whether teachers' experiences in the master's programs were transformative, and if so, to what extent. Third, it sought to discover how teachers reconcile inconsistencies between their beliefs and teaching practices. Three recent graduates of master's literacy education programs were interviewed along with a faculty member from each of their institutions. In addition to the in-depth semi-structured interviews, pertinent documents including programs of study, course syllabi, assignment descriptions, and completed assignments were collected. Data analysis revealed four major factors which influence belief change: (a) choice; (b) reflection; (c) connections and applications; and (d) professor influence. Findings of this study and implications for master's teacher education in literacy are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A