Improving Literacy for Diverse, Low Socioeconomic Status, Middle School Students in an Urban District

Autor/in	Means, Vivian Fowler
Titel	Improving Literacy for Diverse, Low Socioeconomic Status, Middle School Students in an Urban District
Quelle	(2017), (224 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3553-6224-4
Schlagwörter	Hochschulschrift; Dissertation; Urban Schools; School Districts; Literacy Education; Reading Skills; Faculty Development; Case Studies; Teacher Attitudes; Administrator Attitudes; Best Practices; Self Efficacy; Andragogy; Learning Theories; Educational Practices; Middle School Teachers; Surveys; Observation; Semi Structured Interviews; Data Analysis; Coding; Coaching (Performance); Evidence Based Practice; Low Income Students; Culturally Relevant Education; Teacher Effectiveness; Teacher Collaboration + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Reading skill; Lesefertigkeit; Case study; Fallstudie; Case Study; Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Andragogics; Andragogik; Learning theory; Lerntheorie; Bildungspraxis; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Survey; Umfrage; Befragung; Beobachtung; Auswertung; Codierung; Programmierung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerkooperation
Abstract	In an urban district, Surfside School personnel were concerned that student literacy proficiency levels were low during 2011-2014 and teachers had not been able to close the achievement gap despite a focus on literacy practices and literacy professional development (PD) provided by the district. The purpose of this case study was to explore the perceptions of teachers and administrators in relation to the best instructional practices for increasing self-efficacy when teaching literacy skills and related literacy PD for teachers. Knowles' andragogy theory and Vygotsky's social learning theory formed the theoretical foundation of this study, which hold that PD should provide teachers with explicit instruction and opportunities for collaboration. The research questions focused on how PD helps teachers improve instructional practices. The purposeful sample consisted of 4 middle school teachers and 3 administrators and was collected through surveys, observations, semi-structured interviews, and archival documents. Data analysis consisted of an inductive approach of axial coding and categorizing the interview and observational data to derive themes. Themes supporting the findings indicated targeted PD and instructional coaching (IC) focused on evidence based literacy practices for low-income students using culturally relevant pedagogy were needed to improve teacher self-efficacy and student learning. Findings also indicated that the PD trainings could work more effectively if the teachers had more time to collaborate with the IC. Thus, the resulting project provides collaborative PD and IC targeting literacy practices using culturally relevant pedagogy. Teacher use of these practices will promote social change by improving the students' literacy support in the target district. [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.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01