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ERIC Number: EJ1048576
Record Type: Journal
Publication Date: 2015
Pages: 16
Abstractor: As Provided
Reference Count: 45
ISSN: ISSN-1366-4530
Teachers' Perceived Values on the Effect of Literacy Strategy Professional Development
Mundy, Marie-Anne; Howe, Mary E.; Kupczynski, Lori
Teacher Development, v19 n1 p116-131 2015
This study examined 299 Louisiana teachers from three school districts regarding their perceptions of the value provided by specific types of professional development (PD) including professional learning communities (PLC), demonstration lessons, and in-service as well as graduate hours in reading/literacy on implementation (frequency of use), familiarity, usefulness, and recommendation of content literacy strategies. Data analyses included the Kruskal-Wallis test, the Friedman test, and correlation matrices. Results indicate that type of in-service had a significant effect on teacher perceived values of PD with demonstration lessons (DL) having the highest and in-service the least value. The largest number of significant correlations were found among graduate hours in reading/literacy and the variables of familiarity with strategies, usefulness of strategies, and frequency of use of strategies. Significant correlations were also found among DL hours and both recommendation of strategies and frequency of use of strategies and between PLC hours and frequency of use of strategies. PD delivered on a weekly basis demonstrated the most value while the one-shot effort had the least value. In sum, this study demonstrated the most effective PD format actually involved university graduate courses followed by school district-initiated demonstration lessons with a pattern of weekly delivery.
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Louisiana