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Record identifier : 567252
Personal Name - Primary Intelectual Responsibility : Lloyd, Mollie W
Title and statement of responsibility : What primary-grade teachers focus on in study groups designed to improve reading instruction [Thesis]
Publication, Distribution,Etc. : The University of North Carolina at Greensboro, 2005
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D.
Body granting the degree : , The University of North Carolina at Greensboro
Summary or Abstract : The current shift in professional development is a moving away from one-shot workshop-type professional development to more educative-type professional development. Educative professional development has been characterized as long-term teacher collaboration and inquiry, embedded within the context of schools and classrooms with the purpose of focusing on effective teacher practices that increase student achievement. Teacher study groups have been advocated as viable mechanisms to achieve such purpose; however, teachers have reported having few experiences in such long term professional development. This dissertation study describes what teachers focused on in primary grade study groups over a two year period that were given a structured process and a document with best practice reading instruction. The discussion focuses on teachers' points of focus within the results, content, action structured study group process and the implications of the findings on the need to provide internal, external, and instructional support for teachers as they engage in educative professional development designed to increase student achievement in reading. Results indicate that without internal, external, and instructional supports within the study group process, teachers did not focus on the intended results, content, and actions..
Topical Name Used as Subject : Literacy, Reading instruction, Teacher education
Information of biblio record : TL
 
 
 
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