Teachers' perspectives of an effective reading program and implications of staff development in a small school district
Author:
Kiser, Howard B., Curry School of Education, University of Virginia
Kiser, Howard B., Curry School of Education, University of Virginia
Advisors:
Grogan, Margaret, Curry School of Education, University of Virginia
Abouzeid, Mary, Curry School of Education, University of Virginia
Butler, Alfred, Curry School of Education, University of Virginia
Caldwell, Michael, Curry School of Education, University of Virginia
Grogan, Margaret, Curry School of Education, University of Virginia
Abouzeid, Mary, Curry School of Education, University of Virginia
Butler, Alfred, Curry School of Education, University of Virginia
Caldwell, Michael, Curry School of Education, University of Virginia
Abstract:
This study, through action research, was established to determine teachers' perspectives of the literature-based guidelines necessary to establish and maintain an effective reading program, and to determine how a school district can provide staff development and other strategies to support and encourage teachers to improve their skills in delivering reading instruction. Reading is the fundamental skill that will enable all children to succeed in future school years and into adulthood. The leadership of schools must establish an effective reading program for the early elementary grades in order to experience students' success over time.
Degree:
PHD (Doctor of Philosophy)
PHD (Doctor of Philosophy)
Keywords:
reading instruction, Education, Primary
reading instruction, Education, Primary
Notes:
"Department of Leadership, Foundations, and Policy."
Language:
English
English
Rights:
All rights reserved (no additional license for public reuse)
All rights reserved (no additional license for public reuse)
Issued Date:
2003
2003
