Targeted Reading Intervention Teacher Certification: An Approach to Building and Sustaining Teacher Expertise in Rural Schools

Autor/inn/en	Aiken, Heather; Varghese, Cheryl; Pedonti, Sarah; Bratsch-Hines, Mary; Vernon-Feagans, Lynne
Titel	Targeted Reading Intervention Teacher Certification: An Approach to Building and Sustaining Teacher Expertise in Rural Schools
Quelle	In: Literacy Research and Instruction, 59 (2020) 4, S.346-369 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aiken, Heather) ORCID (Varghese, Cheryl) ORCID (Bratsch-Hines, Mary)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8071
DOI	10.1080/19388071.2020.1777230
Schlagwörter	Rural Schools; Reading Instruction; Intervention; Teacher Certification; Program Effectiveness; Expertise; Sustainability; Coaching (Performance); Videoconferencing; Elementary School Teachers; Kindergarten; Grade 1; Grade 2; Teacher Competencies; North Carolina + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Leseunterricht; Expert appraisal; Nachhaltigkeit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Lehrkunst
Abstract	This case study examined an approach for sustaining the Targeted Reading Intervention (TRI) in rural schools. Researchers, teachers, and district-level partners collaboratively implemented the TRI Certification Process in order to sustain the TRI in one rural school district once researcher-based support ended. Primarily drawing from semi-structured interviews with TRI Facilitators, principals, and TRI coaches, findings indicated that student and teacher growth were important motivators. TRI coaches, the straightforward certification process, and leadership opportunities were supports that enabled teachers to complete the TRI Certification Process. Technology difficulties and student recruitment were challenging aspects of the TRI Certification Process. Our findings suggest that the TRI Certification Process may be a promising model for sustaining other interventions in schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01