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Meeting the Needs of Students Through a Targeted Professional Development

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Date Issued:
2014
Abstract/Description:
This study presents a complex problem of practice occurring at Primrose Elementary school [pseudonym]. A large portion of Primrose Elementary School's population has been unable to meet Florida's state reading proficiency standards over the last twelve years. Students of Primrose Elementary have a poor foundation in language on which to build vital reading skills. Consequently, students cannot overcome this deficiency because teachers lack the content knowledge to meet the students' language and subsequent reading deficiencies, in spite of 12 years of reading professional development. This dissertation in practice will propose the use of targeted professional development to address below grade level reading performance. The proposed professional development should be delivered through a cyclical model focused on six, sequentially presented key elements: (1) knowledge of language development; (2) knowledge of text complexity; (3) modeling; (4) close reading; (5) collaborative conversations; and (6) independent reading. Delivery is designed to support reading proficiency through language acquisition. Delivery steps will (a) introduce, (b) practice and plan, (c) use, (d) reflect on, and (e) review each element as a skill. A review of school performance and literature correlated impacts of low student socioeconomic status and teacher quality on student reading outcomes
Title: Meeting the Needs of Students Through a Targeted Professional Development.
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Name(s): Copelin, Anthony, Author
Hopp, Carolyn, Committee Chair
Vitale, Thomas, Committee Member
Robinson, Edward, Committee Member
Hayes, Grant, Committee Member
Puig, Enrique, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2014
Publisher: University of Central Florida
Language(s): English
Abstract/Description: This study presents a complex problem of practice occurring at Primrose Elementary school [pseudonym]. A large portion of Primrose Elementary School's population has been unable to meet Florida's state reading proficiency standards over the last twelve years. Students of Primrose Elementary have a poor foundation in language on which to build vital reading skills. Consequently, students cannot overcome this deficiency because teachers lack the content knowledge to meet the students' language and subsequent reading deficiencies, in spite of 12 years of reading professional development. This dissertation in practice will propose the use of targeted professional development to address below grade level reading performance. The proposed professional development should be delivered through a cyclical model focused on six, sequentially presented key elements: (1) knowledge of language development; (2) knowledge of text complexity; (3) modeling; (4) close reading; (5) collaborative conversations; and (6) independent reading. Delivery is designed to support reading proficiency through language acquisition. Delivery steps will (a) introduce, (b) practice and plan, (c) use, (d) reflect on, and (e) review each element as a skill. A review of school performance and literature correlated impacts of low student socioeconomic status and teacher quality on student reading outcomes
Identifier: CFE0005475 (IID), ucf:50336 (fedora)
Note(s): 2014-12-01
Ed.D.
Education and Human Performance, Dean's Office EDUC
Doctoral
This record was generated from author submitted information.
Subject(s): Professional Development -- Low SES -- Reading -- Language
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0005475
Restrictions on Access: public 2014-12-15
Host Institution: UCF

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