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BEYOND FRAGMENTATION: AN INVESTIGATION OF PROFESSIONAL DEVELOPMENT IN EARLY LITERACY EDUCATION

CAMPBELL, LISA MULFORD
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1148331030

Abstract Details

2006, EdD, University of Cincinnati, Education : Literacy.
This dissertation is comprised of a series of scholarly papers submitted in an alternative format. All four chapters represent separate, but related, studies embedded in the context of a state-wide professional development project: The CORE Literacy Specialist project 2000: A State of Ohio Professional Development Collaboration. The first chapter presents a synthesis of what three committed teachers learned throughout participation in the CORE project. The findings presented in the study provide evidence as to what the teachers did in their own classrooms and in the professional development sessions as a result of their new learning. Chapter Two is a single participant case study was designed to examine the usefulness of the Teacher Learning Instrument (TLI) as a tool for scaffolding teacher learning. The TLI (Rosemary & Roskos, 2001) calls for literacy specialists to engage a teacher(s) in a diagnostic process of self-examination. The findings from this study capture the impact of the TLI, as a framework for assisted performance, in a school-based professional development model. Chapter Three was designed to build on chapter two, the initial TLI study. In addition to involving more teachers, this study differs from the first in its specific focus on the application of the scaffolding features in the activity setting of the literacy specialist/teacher meetings and on coaching as assisted performance. The final chapter was designed to examine the knowledge and skills sustained by three primary teachers in their urban classrooms two years after participating in the CORE Literacy Specialist project. This qualitative study (Glasser & Strauss, 1967) also addressed the factors that hindered and/or supported sustained implementation efforts according to these three teachers’ report.
Dr. Penny Freppon (Advisor)
232 p.
Professional Development; staff development; teacher training; literacy education; coaching

Recommended Citations

Citations

  • CAMPBELL, L. M. (2006). BEYOND FRAGMENTATION: AN INVESTIGATION OF PROFESSIONAL DEVELOPMENT IN EARLY LITERACY EDUCATION [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1148331030

    APA Style (7th edition)

  • CAMPBELL, LISA. BEYOND FRAGMENTATION: AN INVESTIGATION OF PROFESSIONAL DEVELOPMENT IN EARLY LITERACY EDUCATION. 2006. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1148331030.

    MLA Style (8th edition)

  • CAMPBELL, LISA. "BEYOND FRAGMENTATION: AN INVESTIGATION OF PROFESSIONAL DEVELOPMENT IN EARLY LITERACY EDUCATION." Doctoral dissertation, University of Cincinnati, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1148331030

    Chicago Manual of Style (17th edition)

ucin1148331030
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© 2006, all rights reserved.
This open access ETD is published by University of Cincinnati and OhioLINK.