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ERIC Number: ED566034
Record Type: Non-Journal
Publication Date: 2013
Pages: 171
Abstractor: As Provided
ISBN: 978-1-3037-0394-2
Teacher Attitudes and Perceptions of the Influence of Professional Development on Minority Student Academic Achievement in Reading
Plair, Clarissa Jeanne
ProQuest LLC, Ph.D. Dissertation, The University of Texas at Arlington
This qualitative study is written from a phenomenological standpoint using Van Manen's (1990 ) hermeneutic lived experiences of the participants. Fourth grade teachers from a large urban school district in the southwestern U.S. completed an online questionnaire and participated in a focus group interview to provide insight into their attitudes and perceptions about how professional learning experiences influenced high levels of reading for urban, minority students living in poverty. There are few studies which connect teacher professional learning to student achievement in reading. The current study uses a Vygotskian (1978) theoretical perspective to analyze the data collected and add to the conversation on what might work to augment academic achievement in reading for impoverished, urban minority students. Through teachers' voices, this study reveals the single most important factor having powerful influence on teacher professional growth - collaboration. While evidence is lacking about how to support teacher development, collaboration impacts content knowledge and pedagogical skill, possibly affecting what teachers do in the classroom and perhaps prompting increased minority student achievement in reading. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 4; Intermediate Grades; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A