Download or read book Teachers Perceptions of Their Literacy Professional Development written by Patrick Suber and published by AuthorHouse. This book was released on 2021-02-17 with total page 197 pages. Available in PDF, EPUB and Kindle. Book excerpt: In Title-I schools, how adequately do administrators prepare teachers to implement new reading curriculums? The majority of students at these Title-I schools are from low-income families. Literature has indicated that families from low socioeconomic situations often depend heavily on schools to provide the foundational literacy skills their children need to become capable and lifelong readers (Teale, Paciga, & Hoffman, 2008).

Download or read book Teachers Perceptions of Their Literacy Professional Development written by Patrick Suber and published by AuthorHouse. This book was released on 2021-02-17 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: In Title-I schools, how adequately do administrators prepare teachers to implement new reading curriculums? The majority of students at these Title-I schools are from low-income families. Literature has indicated that families from low socioeconomic situations often depend heavily on schools to provide the foundational literacy skills their children need to become capable and lifelong readers (Teale, Paciga, & Hoffman, 2008).

Download or read book Teachers Perceptions of the Impact of Education Policy on Their Teaching Professional Development and Sense of Efficacy for Literacy Instruction written by David Clickner and published by . This book was released on 2015 with total page 313 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teachers Perceptions of Online Professional Development in Literacy written by Amber Yudchitz Garbe and published by . This book was released on 2012 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Elementary Literacy Teachers Perceptions on the Impact of Literacy Job Embedded Professional Development written by Racquel Harris and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative case study focused on exploring elementary literacy teachers perceptions on the impact of literacy job-embedded professional development (JEPD). The study was guided by the following research questions: RQ1. What are elementary literacy teachers perceptions of literacy job-embedded professional development in which they have been participants?RQ2. What are elementary literacy teachers perceptions of the benefits of literacy job-embedded professional development in which they have been participants?RQ3. How does literacy job-embedded professional development, in which elementary literacy teachers have been participants, impact literacy teachers? RQ4. What are elementary literacy teachers perceptions of what makes literacy JEPD effective?A demographic survey and a three-interview series approach were employed to discover the life history with literacy JEPD, details of the experience with literacy JEPD and the participants reflections on the meaning of their experiences with literacy JEPD. Three themes were developed as a result: a) meeting instructional need; b) building teacher capacity; c) meaningful job-embedded professional development. The findings of this study suggest that elementary literacy teachers perceptions of JEPD were contingent upon when in the teaching career of the participants these experiences occurred. Participants perceptions of the benefits of literacy of JEPD were that they improved their instructional practices as well as increased student outcomes. Participant perceptions of the impact of literacy JEPD were that they improved their self-efficacy. Finally, the participants considered literacy JEPD that were collaborative, engaging, content specific, precise and classroom focused to be effective..

Download or read book Culturally Responsive Literacy Instruction written by Robert Algozzine and published by Corwin Press. This book was released on 2009 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Dispels the myths regarding culturally diverse learners and provides concrete strategies that any teacher can easily implement. The book contains current research from the most reputable sources in the field and is a must-read for every teacher."-Akina Luckett-Canty, Special Education TeacherBrighton Middle School, Birmingham, AL"This text addresses the literacy needs of learners who have been 'left behind.'"-Ursula Thomas-Fair, Assistant Professor of Early Childhood EducationUniversity of West GeorgiaGive students from culturally and linguistically diverse backgrounds the literacy skills to succeed! All students bring unique cultural and language experiences to their learning. Offering perspectives from experts in diversity and literacy, this clearly organized, comprehensive resource illustrates how teachers can improve reading achievement for students from diverse backgrounds by combining research-supported best practices with culturally responsive instruction.Culturally Responsive Literacy Instruction connects students' backgrounds, interests, and experiences to the standards-based curriculum. Teachers will find effective practices to help plan, implement, manage, and evaluate literacy instruction for students with culturally and linguistically diverse backgrounds. This book provides:A range of interventions that support five critical areas of reading instruction-phonemic awareness, phonics/decoding, fluency, vocabulary, and comprehensionLearning materials that take advantage of multicultural literature, themes, and topicsGuidelines for helping students connect language and literacy tasks to their own cultural knowledge and experiencesMake a significant difference in all your students' reading success with effective, culturally responsive teaching practices!

Download or read book Understanding the Relationship Between K 12 Teachers Perceptions of Their Levels of Teaching Innovation and Their Experiences with Technology Driven Professional Development written by Vincent Day and published by . This book was released on 2017 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students today are expected to develop real-world thinking and digital literacy skills to succeed in a globally connected and technology-infused world. Accordingly, teachers are tasked with implementing innovative levels of teaching to meet the needs of today's digital learners. As technology becomes increasingly ubiquitous and accessible in K-12 schools, learning will continue to take place in digital spaces. However, current research suggests that teachers lack the technological proficiencies required to develop the engaging and innovative classroom experiences that students crave. Despite significant investments in professional development in K-12 schools, many teachers are failing to effectively transfer learning from these experiences into innovative levels of teaching. A rapid influx of technology into K-12 schools presents significant potential for educators to leverage digital resources to pursue professional development opportunities that are relevant to their practice--in any place, at any time. However, it is unclear how teachers' use of innovative, technology-driven pedagogy in their classrooms relates to their perceptions and experiences with technology-driven professional development. The purpose of this study was to examine K-12 teachers' perceptions and experiences with technology-driven professional development and how they relate to their level of innovative teaching. To shed light on the research problem, this mixed-methods study sought to answer the following research questions: 1. What are K-12 teachers' LoTi based on the Levels of Teaching Innovation Digital Age Survey for Teachers? 2. How do K-12 teachers with varying LoTi describe their experiences with technology-driven professional development? Why do teachers choose to participate in professional development? How do teachers feel about technology-driven professional development? Who participates in technology-driven professional development? How is teachers' participation in technology-driven professional development related to their LoTi? This study utilized both the LoTi Digital Age Survey for Teachers to gather quantitative data on teachers' levels of innovative teaching and a qualitative component consisting of semi-structured interviews. Analysis of the quantitative component resulted in a descriptive analysis in the form of categorical variables pertaining to teachers' levels of teaching innovation to explain outcome variance. The qualitative component sought to develop an understanding of K-12 teachers' perceptions and lived experiences with technology, professional development, and levels of teaching innovation. The themes and subthemes that emerged from this study are grouped into two primary categories: (1) Teaching and Learning with Technology, and (2) Professional Development. Furthermore, answers to the study's research questions are interwoven into a discussion based on reached conclusions. Finally, based on the study's results and conclusions, along with current research in K-12 education, recommendations are made for improving professional development practices toward elevated levels of innovative teaching.

Download or read book The Effectiveness of Literacy Professional Development Provided to a High School Faculty written by Eric Terial Davis and published by . This book was released on 2020 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study evaluated the effectiveness of the professional development (PD) provided to a high school faculty on literacy strategies. Student achievement data of 9th and 10th graders collected before the literacy professional development training began was compared to the post-intervention achievement data (NWEA). The research was able to determine if the literacy professional development improved student academic outcomes. Additionally, teachers were surveyed to ascertain the differences in their perceptions about their implementation of effective literacy strategies comparing the frequencies from before the PD began to the end of the study. The independent variables will include: student gender, student race, free and reduced lunch status, pre-intervention achievement data, teacher race, teacher gender, teacher age, and teacher years of experience. The dependent variables include the post-intervention tests for student achievement and a survey assessing teachers’ perceptions of how the literacy PD was implemented in their classrooms. I was not able to use the timeseries design because too many of the values for the student data were missing. Therefore, only descriptive statistics were used to answer the central research question and two sub questions, which was necessitated involving student NWEA data. Thus, there were no statically significant results from my NWEA Data. After analyzing the pre-survey to postsurvey teacher data for Bloom’s Taxonomy, Core Literacy Strategies, and Writing Strategies, it is evident that statistically significant gains were made from the pre-survey data to the post-survey data for all three factors. My dissertation also includes a section on implications and suggestions for future research.

Download or read book Design Principles for Teaching Effective Writing written by Raquel Fidalgo Redondo and published by BRILL. This book was released on 2017-11-20 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume aims to analyze validated intervention programs focused on: the teaching and learning of writing as a skill and the use of writing as a learning activity in various school subjects/skills.

Download or read book Teaching Literacy across Content Areas written by Lasisi Ajayi and published by Cambridge Scholars Publishing. This book was released on 2016-04-26 with total page 325 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is written primarily for pre-service and in-service teachers of Literacy/English Language Arts, school administrators, literacy graduate education students, and literacy education researchers, and addresses the myriad of questions regarding the implementation of the Common Core State Standards. Classroom teachers and pre-service teachers are currently confronting questions such as how they can teach the Common Core State Standards to make sure they are fully addressing them; how they can have the time to teach students to have deeper understandings of the skills and concepts addressed in the Standards; what they can do to meet the learning needs of diverse students such as English language learners and students with learning disabilities; whether teachers of content areas are required to add reading instruction to their teaching responsibilities; whether the Standards tell teachers what to teach; and whether the document tells teachers how to implement the Standards in the classroom, among others. This book is designed to answer these questions and many others. Each chapter contains instructional practices, examples, vignettes, and illustrations that connect the Common Core State Standards to classroom practices, and thereby provide pre-service and in-service teachers with meaningful, relevant, and practical teaching strategies to prepare culturally, academically, and linguistically diverse students in California and other states of the nation for both career and college. In this regard, readers of this book will find that the authors have provided a pathway to better understand the Common Core State Standards, and will be able to use what they learn in the pages of this book to provide more effective instruction for their students across the disciplines to read, analyse, and critique complex texts and apply knowledge to solve practical, real-life problems.

Download or read book Appropriating and Enacting Literacy Teaching Practices in the Context of the Pathway Project Professional Development Program written by Huy Quoc Chung and published by . This book was released on 2015 with total page 199 pages. Available in PDF, EPUB and Kindle. Book excerpt: Given that teacher professional development is a part of teachers' professional lives and given that billions of dollars have been invested in teacher professional development, this dissertation advocates for research that studies teacher learning and the conditions under which they learn, as an equally important component of studying the impact of professional development on students' test scores, achievement, and/or learning.The Pathway Project, a research-based literacy professional development program, served as the study context. The Pathway Project provides teachers with tools to use in their practice to support students in reading and writing using a cognitive strategies approach (Olson & Land, 2007). Using data in the form of observational protocols, survey measures, teacher focus groups, and field notes, as well as, qualitative analytic methods, I investigated: (1) how teachers appropriated Pathway tools for their practice; (2) teachers' perceptions about their participation in the Pathway Project and subsequent impact on student perceptions and learning; and (3) how the Pathway Project design impacted opportunities for teachers' learning.My findings are centralized around the role tools play in teachers' enactment of the Pathway Project, teachers' perceptions, and the design of professional development. Data analysis revealed that teachers appropriated the tools in a variety of ways. The teachers responded positively to tools that were easy or moderately easy to implement and they were more willing to use these tools and often used them soon after they were introduced. I also found that the teachers perceived the Pathway Project as a valuable experience and mainly spoke of the ease of implementation of Pathway tools to help their students read and write more analytically. Importantly, they found assessment tools to be more difficult to navigate. Their students also had positive perceptions, noting that they did more writing, worked harder, and scored significantly better on an on-demand writing assessment. Finally, the design of the Pathway Project professional development program afforded teachers numerous opportunities to grow as professionals, yet they were limited in their opportunities to enact and collaboratively reflect on their practice. Implications for the design of literacy professional development will be presented.

Download or read book Teachers Perceptions of Continuing Professional Development written by David Hustler and published by . This book was released on 2003 with total page 265 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book An Examination of Educators Perceptions of Professional Development in the Content of Literacy written by Erica Calhoun and published by . This book was released on 2011 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Special Education Teachers Perceptions of Their Participation in a Professional Development Program about Reading Instruction for Students with Intellectual Disabilities written by Robin Suzanne Roddey Slaughter and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: interviews after the fifth session, questionnaires, and a researcher's journal. Participants provided feedback in the questionnaire at the end of each session. Their feedback was used to plan the content for each subsequent session. Participants attributed the perceived changes in their knowledge to collaboration, the content of the sessions, and the instructional materials provided to them. They experienced changes in their instructional practices associated with learning about presumed competency, multi-component instruction, and grade-level appropriate materials. Their perceived barriers to multi-component reading instruction were time limitations, the lack of a multi-component curriculum, and the lack of collaborative opportunities. These findings add to the limited body of literature on special education teachers' perspectives on their knowledge and skills for teaching reading to students with intellectual disabilities.

Download or read book Teachers as Learners written by Vivienne Collinson and published by . This book was released on 1994 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Content Teachers Perceptions of the Effective Implementation of Secondary Literacy Instruction Initiatives written by Therese M. Lewis and published by . This book was released on 2014 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined teachers' perceptions of the implementation of literacy instruction initiatives in secondary content classrooms. It explored the extent to which literacy training impacted the practice of middle and high school teachers and the reasons why they did or did not implement the literacy practices they learned. The differences between early literacy and adolescent literacy were presented, as well as overviews of three secondary literacy frameworks that support the adolescent literacy research including Reading Apprenticeship, Literacy Design Collaborative, and Penn Literacy Network. Professional development models, such as instructional coaching and professional learning communities, were described and change theory was examined. The study was conducted in two school districts in southeastern Pennsylvania. Middle and high school teachers from both districts, as well as teacher leaders from each district participated in the study. Content area teachers completed a survey, which provided information about literacy trainings in which they participated and how and why these literacy trainings impacted or did not impact their practice in the classroom. Interviews were conducted with teacher leaders to provide more information about the literacy training and ascertain their perceptions of implementation of the literacy initiatives. The results of this study demonstrated that teachers are more likely to implement new literacy frameworks if they understand the value of the initiative for their students. The findings also indicated that combinations of literacy initiatives correlated to greater levels of implementation, rather than a single initiative.

Download or read book Teachers Perceptions Regarding Dyslexia Professional Development Training for Addressing the Social emotional Needs of Children with Dyslexia written by Darlene Elizabeth Breaux and published by . This book was released on 2020 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students with dyslexia simultaneously struggle with both literacy acquisition and poor selfesteem and undergo social-emotional learning difficulties. The purpose of this qualitative descriptive study was to explore elementary general education teachers' perceptions regarding the dyslexia training they received for addressing the social and emotional learning (SEL) needs of children with dyslexia. The conceptual framework guiding this study was the five core competencies for SEL developed by the Collaborative for Academic, Social, and Emotional Learning. The researcher used a qualitative description research design involving semistructured interviews. The population included 10 elementary general education teachers who taught in first through fourth-grade classrooms in the southeast region of Texas. The overarching themes were the following: (a) The dyslexia training is missing the five competencies: The participants reported that none of CASEL's five core competencies for SEL were addressed in their dyslexia training; (b) Used skills learned in other professional development to address the missing competencies: The participants reported using information from other professional development training to meet their students' needs; (c) The dyslexia training needs to be revamped: The participants explicitly said the dyslexia training needed to be changed. The participants confirmed the gap in the literature regarding their learning needs and dyslexia training provided. The researcher created a framework, based on the findings, to guide training that can effectively address CASEL's five core competencies within several modules. Finally, the results of this study revealed the need for further research with a focus on helping teachers understand how to develop SEL skills in their students with dyslexia.