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Master's Education Programs in Literacy and Their Effect on Inservice Teachers' Beliefs About Teaching Language Arts

King-Cooey, Sarah E.
http://rave.ohiolink.edu/etdc/view?acc_num=akron1352832760

Abstract Details

2012, Doctor of Philosophy, University of Akron, Elementary Education.
The purpose of this qualitative case study was threefold. First, it sought to identify factors which influence belief change of teachers who pursued master’s literacy education programs. Second, this study sought to determine whether teachers’ experiences in the master’s programs were transformative, and if so, to what extent. Third, it sought to discover how teachers reconcile inconsistencies between their beliefs and teaching practices. Three recent graduates of master’s literacy education programs were interviewed along with a faculty member from each of their institutions. In addition to the in-depth semi-structured interviews, pertinent documents including programs of study, course syllabi, assignment descriptions, and completed assignments were collected. Data analysis revealed four major factors which influence belief change: (a) choice; (b) reflection; (c) connections and applications; and (d) professor influence. Findings of this study and implications for master’s teacher education in literacy are discussed.
Evangeline Newton, Dr. (Advisor)
Harold Foster, Dr. (Committee Member)
Susan Kushner Benson, Dr. (Committee Member)
Ruth Oswald, Dr. (Committee Member)
Denise Stuart, Dr. (Committee Member)
155 p.
Education
teacher beliefs; master's education

Recommended Citations

Citations

  • King-Cooey, S. E. (2012). Master's Education Programs in Literacy and Their Effect on Inservice Teachers' Beliefs About Teaching Language Arts [Doctoral dissertation, University of Akron]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=akron1352832760

    APA Style (7th edition)

  • King-Cooey, Sarah. Master's Education Programs in Literacy and Their Effect on Inservice Teachers' Beliefs About Teaching Language Arts. 2012. University of Akron, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=akron1352832760.

    MLA Style (8th edition)

  • King-Cooey, Sarah. "Master's Education Programs in Literacy and Their Effect on Inservice Teachers' Beliefs About Teaching Language Arts." Doctoral dissertation, University of Akron, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=akron1352832760

    Chicago Manual of Style (17th edition)

akron1352832760
435
© 2012, all rights reserved.
This open access ETD is published by University of Akron and OhioLINK.