Keywords

literacy, best practice, elementary education, teacher trainning

Abstract

The problem of this study was to develop a literacy teaching profile of the 2004-2005 Teachers of the Year in Kindergarten through grade 5 in four central Florida school districts. Of primary interest was the extent to which these teachers indicated their use of exemplary literacy practices as defined using the domains and indicators of the National Exemplary Literacy Teacher Assessment (NELTA). The NELTA results were analyzed using frequencies and percentages. The results of the NELTA were also evaluated and discussed when total length of years teaching, and length of years at present grade level were considered. The data were derived from the 66 (59.4%) classroom Teachers of the Year who responded to the survey. Overall, the findings showed little congruency between exemplary teaching practices as measured by the NELTA and teachers' self-described practices. Many teachers indicated utilizing grade level practices best suited for grade levels higher than the ones they were presently teaching. Demographic variables did little to clarify the profile of the Teachers of the Year; however, 18 teachers with 7 or more years of teaching experience (27.2%) responded with the highest levels of congruency. Furthermore, using the domains and indicators of the NELTA, 13 grade 4 teachers (19.7%) demonstrated the highest level of congruence with grade 4 best practices. Conclusions were made to explain this along with recommendations for future research.

Notes

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Graduation Date

2004

Semester

Fall

Advisor

Magann, Douglas

Degree

Doctor of Education (Ed.D.)

College

College of Education

Department

Educational Research, Technology and Leadership

Degree Program

Educational Leadership

Format

application/pdf

Identifier

CFE0000249

URL

http://purl.fcla.edu/fcla/etd/CFE0000249

Language

English

Release Date

December 2004

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

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