NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED566150
Record Type: Non-Journal
Publication Date: 2014
Pages: 166
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3037-3837-1
ISSN: N/A
Elementary Teachers' Perceptions of the Reading Mastery (C) Program's Literacy Professional Development
Suber, Patrick
ProQuest LLC, Ed.D. Dissertation, Walden University
Teachers at a Title I elementary school in South Carolina implemented the scripted Reading Mastery© program (RMP) to improve students' comprehension. Comprehension scores did not increase, despite teachers receiving RMP professional development (PD) prior to implementing the program. Administrators were unaware if the teachers were adequately prepared to use the program regardless of the PD they received. Examining the teachers' preparedness in using the RMP might provide administrators with the failures and successes of the PD. The purpose of this qualitative case study was to explore teachers' perceptions of the reading program's PD relative to their preparation in implementing the program. Wagner's 7-step system change model for leading change served as the study's conceptual foundation. The guiding research question for this study focused on how teachers' professional training prepared them to implement the new reading curriculum. A purposeful sample of eight teachers in Grades 3-5 at one elementary school participated in semistructured interviews that were analyzed using inductive analysis. Results showed that teachers were unprepared in the initial stage of the RMP implementation; however, teachers benefited from follow-up sessions with PD trainers when they provided constructive criticism and individualized assistance for lessons they observed. Furthermore, teachers acknowledged that they needed additional and varied strategies to improve students' comprehension. A professional learning community (PLC) plan was designed to help teachers integrate RMP strategies and best practices of literacy instruction. Implementation of a PLC initiative could bring about positive social change by refining teachers' reading instruction to improve students' reading performance, and, ultimately, produce a literate society. [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: Elementary Education; Grade 3; Primary Education; Early Childhood Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Carolina