Skip to Main Content
 

Global Search Box

 
 
 

ETD Abstract Container

Abstract Header

Teacher Perceptions of Reading Intervention Conducted by Teacher Candidates in a Professional Development School (PDS) Partnership

Kennedy, Christopher S.
http://orcid.org/0000-0002-6343-3685
http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1533904399315434

Abstract Details

2018, Doctor of Education (EdD), Ohio University, Educational Administration (Education).
Recent trends in teacher preparation have been toward a clinical model that provides teacher candidates with more authentic classroom experiences that are connected with methods courses. One type of clinical model that is on the rise is known as a professional development school (PDS). PDS structures are formal arrangements between P-12 schools and colleges of teacher preparation designed to provide reciprocal benefits. In many instances, P-12 schools will use the resources from the PDS arrangement to provide additional support needed to assess and instruct their students. This case study looks at one such structure in which PDS teacher candidates provide reading intervention to K-3 struggling readers. The study analyzes pre and post reading assessment data and mentor teacher interviews in order to determine the value of such arrangements. Two years of academic data on first, second, and third graders that participated in the teacher candidate-led intervention was considered. Seven mentor teachers (K-3) participated in focused designed interviews about the teacher candidate-led intervention. While the assessment data did show academic gains in terms of literacy skills, the mentor teacher interviews revealed even more benefits of such an arrangement. Interviews transcripts revealed seven major themes that emerged: differentiation, program logistics, collaboration, influence on K-3 students, influence on teacher candidates, influence on mentor teachers, and background knowledge. Overall, the mentor teachers commented that the collaboration and reflective practice made both teacher candidates and mentor teachers better educators. They stated that the intervention allowed for greater differentiation that provided more individualized instruction to all of the students in their classes. The consistency of the program and the knowledge of the teacher candidates also contributed to the success. Many of the aspects of the teacher candidate-led intervention were possible due to the PDS structure. This study provides connections to the essential elements of PDS work. Administrators and school leaders who are considering options for providing additional intervention or fill voids in instruction may look to this study to determine if such a structure may work in their setting.
Sara Helfrich (Advisor)
Dwan Robinson (Committee Member)
David Horton (Committee Member)
William Larson (Committee Member)
Krisanna Machtmes (Committee Member)
179 p.
Early Childhood Education; Education; Educational Leadership; Reading Instruction; School Administration; Teacher Education; Teaching
Professional Development School partnerships; PDS; reading intervention; clinical model of teacher preparation; Response to Intervention; mentor teacher perceptions; nine essential elements of a PDS

Recommended Citations

Citations

  • Kennedy, C. S. (2018). Teacher Perceptions of Reading Intervention Conducted by Teacher Candidates in a Professional Development School (PDS) Partnership [Doctoral dissertation, Ohio University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1533904399315434

    APA Style (7th edition)

  • Kennedy, Christopher. Teacher Perceptions of Reading Intervention Conducted by Teacher Candidates in a Professional Development School (PDS) Partnership . 2018. Ohio University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1533904399315434.

    MLA Style (8th edition)

  • Kennedy, Christopher. "Teacher Perceptions of Reading Intervention Conducted by Teacher Candidates in a Professional Development School (PDS) Partnership ." Doctoral dissertation, Ohio University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1533904399315434

    Chicago Manual of Style (17th edition)

ohiou1533904399315434
372
© 2018, all rights reserved.
This open access ETD is published by Ohio University and OhioLINK.