Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / This cross-case study investigated the relationship between professional development program in Reading Workshop, the instructional practices of selected urban high school teachers, and their understandings of how to teach reading. The objective of the study was to glean insight into how a professional development program might influence high school teachers to change their practices and/or their understandings about reading instruction. Four teachers in one underperforming, urban high school were identified to participate over the course of one academic year. Data sources included field notes from classroom observations; recorded and transcribed interviews with teachers, students, and an administrator; recorded transcripts of professional development meetings; samples of students' work; and documents from professional development sessions. Through an iterative process, data codes were developed to conduct within-case analyses; data matrices were constructed to find patterns in a cross-case analysis. A one-factor, within-subjects ANOVA was conducted on students' pre- and post-test scores for the Scholastic Reading Inventory (SRI). Results indicated that when teachers participated in a professional development program in Reading Workshop, they changed their instructional practices and their understandings of teaching reading; evidence linked teachers' changes in reading instruction with their participation in professional development activities. Students' post-test scores showed significant improvement on the second administration of the SRI. Additional findings included evidence for improvement in teachers:: instructional practices, distinct variations in teachers' implementation of Reading Workshop, a reciprocal relationship between teachers' conceptual understandings and their teaching, an increased emphasis on what and how students learn, acknowledgement that students were more enthusiastic about reading, and positive endorsements for certain aspects of the professional development program. However, there was a prevalent concern that Reading Workshop would not adequately prepare high school students for the demands of higher education. Findings are discussed in relation to the effectiveness of the professional development program, how understanding and practice are connected for teachers, and effective literacy instruction for urban adolescents. Connections to the research literature and implications for continued study are considered. / 2031-01-01
| Identifer | oai:union.ndltd.org:bu.edu/oai:open.bu.edu:2144/32757 |
| Date | January 2006 |
| Creators | Emig, Julia Marie |
| Publisher | Boston University |
| Source Sets | Boston University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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