Keywords
Professional learning community, disciplinary literacy, comprehension, close reading
Abstract
This dissertation in practice presents a research-based model for staff development utilizing the elements of a professional learning community. The focus of this problem of practice was determined through an analysis of one high school's reading data indicating that 36% of the student body was reading below grade level according to the state assessment test for reading. Researchers have noted that reading demands for college and careers have increased (Alliance for Excellent Education, 2011; Barton, 2000; Common Core State Standards, 2014). If students do not develop reading proficiency to graduate with a high school diploma, they are at risk of limited career choices without college and possible unemployment. Drawing upon a review of related literature in reading education, adolescent literacy, disciplinary literacy, and staff development, a professional learning community model was proposed to address improvement in teacher capacity by demonstrating the knowledge, dispositions, and skills of pedagogical knowledge of the Common Core State Standards (Florida Department of Education, Language Arts Florida Standards, 2014) and the use of close reading techniques to increase reading comprehension of U.S. History students. This design utilizes the five elements of the DuFour (2010) model of a professional learning community including (a) focus of learning; (b) collaborative culture; (c) collaborative inquiry; (d) commitment to continuous improvement; and (e) results oriented mindset. A logic model further delineates the priorities, program plan, and intended outcomes for the implementation of this model.
Notes
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Graduation Date
2014
Semester
Summer
Advisor
Hopp, Carolyn
Degree
Doctor of Education (Ed.D.)
College
College of Education and Human Performance
Degree Program
Education
Format
application/pdf
Identifier
CFE0005429
URL
http://purl.fcla.edu/fcla/etd/CFE0005429
Language
English
Release Date
August 2014
Length of Campus-only Access
None
Access Status
Dissertation in Practice (Open Access)
Subjects
Dissertations, Academic -- Education and Human Performance; Education and Human Performance -- Dissertations, Academic
STARS Citation
Tinsley, Maureen, "A Professional Learning Community Design: Using Close Reading Techniques to Improve the U.S. History Comprehension" (2014). Electronic Theses and Dissertations. 4522.
https://stars.library.ucf.edu/etd/4522