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An exploration of secondary science grade teachers' written artifacts about their experiences with an online professional development in reading research and instruction: A grounded theory study

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Date Issued:
2012
Abstract/Description:
Classroom teachers deal with numerous pressures in their classrooms including students' difficulty with reading at the middle and high school levels. Often, teachers can identify the problems, but are often unable to rectify them because of a lack of understanding and support in incorporating reading as part of their content area instruction. This research was conducted to investigate the impact of a sustained, online reading professional development on the teaching practice of middle school and high school science teachers who took the 14-week course. This grounded theory research used the reflective assignment, a comprehensive, 10-week, job-embedded assignment of 62 science teachers, to generate categories and themes about the reading challenges they perceived in their own classrooms, what strategies and tools they chose to remedy those challenges, and the perceived changes they saw in their students and themselves. The theory that was derived from the data speaks to how effective, job-embedded reading professional development can impact the knowledge, motivation, and instructional practice of science teachers in the classroom.
Title: An exploration of secondary science grade teachers' written artifacts about their experiences with an online professional development in reading research and instruction: A grounded theory study.
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Name(s): Woodhall, Carmen, Author
Zygouris-Coe, Vassiliki, Committee Chair
Jeanpierre, Bobby, Committee Member
Lambie, Glenn, Committee Member
Swan, Bonnie, Committee Member
Haggerty, Dorothy, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2012
Publisher: University of Central Florida
Language(s): English
Abstract/Description: Classroom teachers deal with numerous pressures in their classrooms including students' difficulty with reading at the middle and high school levels. Often, teachers can identify the problems, but are often unable to rectify them because of a lack of understanding and support in incorporating reading as part of their content area instruction. This research was conducted to investigate the impact of a sustained, online reading professional development on the teaching practice of middle school and high school science teachers who took the 14-week course. This grounded theory research used the reflective assignment, a comprehensive, 10-week, job-embedded assignment of 62 science teachers, to generate categories and themes about the reading challenges they perceived in their own classrooms, what strategies and tools they chose to remedy those challenges, and the perceived changes they saw in their students and themselves. The theory that was derived from the data speaks to how effective, job-embedded reading professional development can impact the knowledge, motivation, and instructional practice of science teachers in the classroom.
Identifier: CFE0004618 (IID), ucf:49932 (fedora)
Note(s): 2012-12-01
Ph.D.
Education, Dean's Office EDUC
Doctoral
This record was generated from author submitted information.
Subject(s): Literacy in science -- content area reading -- professional development -- grounded theory research
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0004618
Restrictions on Access: public 2012-12-15
Host Institution: UCF

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