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Teachers' perspectives of an effecti...

Kiser, Howard Benjamin.

Teachers' perspectives of an effective reading program and implications of staff development in a small school district.

紀錄類型:	書目-電子資源 : 單行本
正題名/作者:	Teachers' perspectives of an effective reading program and implications of staff development in a small school district./
作者:	Kiser, Howard Benjamin.
面頁冊數:	152 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-01, Section: A, page: 0096.
Contained By:	Dissertation Abstracts International64-01A.
標題:	Education, Reading. -
電子資源:	Download fulltext (下載全文)
ISBN:	0493977937

Teachers' perspectives of an effective reading program and implications of staff development in a small school district.
Kiser, Howard Benjamin.

Teachers' perspectives of an effective reading program and implications of staff development in a small school district. - 152 p.

Source: Dissertation Abstracts International, Volume: 64-01, Section: A, page: 0096.

Thesis (Ed.D.)--University of Virginia, 2003.

This study, through action research, was established to determine teachers' perspectives of the literature-based guidelines necessary to establish and maintain an effective reading program, and to determine how a school district can provide staff development and other strategies to support and encourage teachers to improve their skills in delivering reading instruction. Reading is the fundamental skill that will enable all children to succeed in future school years and into adulthood. The leadership of schools must establish an effective reading program for the early elementary grades in order to experience students' success over time.

ISBN: 0493977937Subjects--Topical Terms:

1000005408
Education, Reading.

Teachers' perspectives of an effective reading program and implications of staff development in a small school district.
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500 $a Source: Dissertation Abstracts International, Volume: 64-01, Section: A, page: 0096.
500 $a Adviser: Margaret Grogan.
502 $a Thesis (Ed.D.)--University of Virginia, 2003.
520 $a This study, through action research, was established to determine teachers' perspectives of the literature-based guidelines necessary to establish and maintain an effective reading program, and to determine how a school district can provide staff development and other strategies to support and encourage teachers to improve their skills in delivering reading instruction. Reading is the fundamental skill that will enable all children to succeed in future school years and into adulthood. The leadership of schools must establish an effective reading program for the early elementary grades in order to experience students' success over time.
520 $a Mixed methods of data collection were conducted in this study. A survey of teachers in kindergarten through third grade was followed by personal interviews with teachers in the same grades, but who had completed a graduate course in early reading development. The findings concluded that staff development and other strategies are instrumental in providing an effective reading program. Teachers want leadership that translates to high expectations, support, resources, and professional growth that enhance their roles. They want improved strategies to teach reading, appropriately dedicated time to teach, improved assessment to determine students' progress, and improved intervention strategies for those students who struggle. Teachers want to have input into continued professional growth over time that allows for implementation and feedback, and they want to find ways to help parents reinforce classroom instruction.
520 $a The teaching of reading is universal and the components determined in this study should be in place regardless of the school district or its size. The results of this study are intended for my use in affecting change in reading instruction either in my current school district or another. I encourage others to use this study to inform further action research to enhance reading instruction in their locales.
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