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A PROFESSIONAL LEARNING COMMUNITY DESIGN: USING CLOSE READING TECHNIQUES TO IMPROVE U.S. HISTORY COMPREHENSION
- Date Issued:
- 2014
- Abstract/Description:
- This dissertation in practice presents a research-based model for staff development utilizing the elements of a professional learning community. The focus of this problem of practice was determined through an analysis of one high school's reading data indicating that 36% of the student body was reading below grade level according to the state assessment test for reading. Researchers have noted that reading demands for college and careers have increased (Alliance for Excellent Education, 2011; Barton, 2000; Common Core State Standards, 2014). If students do not develop reading proficiency to graduate with a high school diploma, they are at risk of limited career choices without college and possible unemployment. Drawing upon a review of related literature in reading education, adolescent literacy, disciplinary literacy, and staff development, a professional learning community model was proposed to address improvement in teacher capacity by demonstrating the knowledge, dispositions, and skills of pedagogical knowledge of the Common Core State Standards (Florida Department of Education, Language Arts Florida Standards, 2014) and the use of close reading techniques to increase reading comprehension of U.S. History students. This design utilizes the five elements of the DuFour (2010) model of a professional learning community including (a) focus of learning; (b) collaborative culture; (c) collaborative inquiry; (d) commitment to continuous improvement; and (e) results oriented mindset. A logic model further delineates the priorities, program plan, and intended outcomes for the implementation of this model.
Title: | A PROFESSIONAL LEARNING COMMUNITY DESIGN: USING CLOSE READING TECHNIQUES TO IMPROVE U.S. HISTORY COMPREHENSION. |
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Name(s): |
Tinsley, Maureen, Author Hopp, Carolyn, Committee Chair Zygouris-Coe, Vassiliki, Committee Member Williams-Fjeldhe, Karri, Committee Member Vitale, Thomas, Committee Member University of Central Florida, Degree Grantor |
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Type of Resource: | text | |
Date Issued: | 2014 | |
Publisher: | University of Central Florida | |
Language(s): | English | |
Abstract/Description: | This dissertation in practice presents a research-based model for staff development utilizing the elements of a professional learning community. The focus of this problem of practice was determined through an analysis of one high school's reading data indicating that 36% of the student body was reading below grade level according to the state assessment test for reading. Researchers have noted that reading demands for college and careers have increased (Alliance for Excellent Education, 2011; Barton, 2000; Common Core State Standards, 2014). If students do not develop reading proficiency to graduate with a high school diploma, they are at risk of limited career choices without college and possible unemployment. Drawing upon a review of related literature in reading education, adolescent literacy, disciplinary literacy, and staff development, a professional learning community model was proposed to address improvement in teacher capacity by demonstrating the knowledge, dispositions, and skills of pedagogical knowledge of the Common Core State Standards (Florida Department of Education, Language Arts Florida Standards, 2014) and the use of close reading techniques to increase reading comprehension of U.S. History students. This design utilizes the five elements of the DuFour (2010) model of a professional learning community including (a) focus of learning; (b) collaborative culture; (c) collaborative inquiry; (d) commitment to continuous improvement; and (e) results oriented mindset. A logic model further delineates the priorities, program plan, and intended outcomes for the implementation of this model. | |
Identifier: | CFE0005429 (IID), ucf:50409 (fedora) | |
Note(s): |
2014-08-01 Ed.D. Education and Human Performance, Dean's Office EDUC Doctoral This record was generated from author submitted information. |
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Subject(s): | professional learning community -- disciplinary literacy -- comprehension -- close reading | |
Persistent Link to This Record: | http://purl.flvc.org/ucf/fd/CFE0005429 | |
Restrictions on Access: | public 2014-08-15 | |
Host Institution: | UCF |