A Study of Preschool Teachers' Literacy Based Professional Development Experiences and Their Literacy Beliefs

Autor/in	Givens, Evette L.
Titel	A Study of Preschool Teachers' Literacy Based Professional Development Experiences and Their Literacy Beliefs
Quelle	(2017), (153 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of West Georgia
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3555-7019-9
Schlagwörter	Hochschulschrift; Dissertation; Preschool Teachers; Faculty Development; Beliefs; Emergent Literacy; Literacy Education; Phenomenology; Preschool Curriculum; Qualitative Research; Urban Schools; School Districts; Phonological Awareness; Research Methodology; Interviews + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Belief; Glaube; Frühleseunterricht; Phenomenological psychology; Phänomenologie; Psychologie; Qualitative Forschung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Research method; Forschungsmethode; Interviewing; Interviewtechnik
Abstract	This study focuses on preschool teachers' professional development experiences and how they influence their emergent literacy beliefs. With increasing pressure to increase reading test scores, administrators are starting to question the literacy instruction methods used in preschool classrooms. This qualitative phenomenographic study explored the experiences of preschool teachers who work in a large urban school system in the Southeast. Thematic analysis was used to find common themes among the interview responses. Data from the interviews indicate that participants had variable lived experiences with literacy-focused professional development. Most believed phonological awareness is the most important literacy skill that can be learned and more time is needed for professional development. Conclusions drawn from this study are that teachers need more literacy-focused professional development, they require more education on oral language and writing, and they need more access to ongoing professional development. [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