Keywords

Reading, Professional Development, In service Trainig, Reading Endorsement

Abstract

The literacy mandates of the No Child Left Behind Act (2001) swiftly and directly have an impact on reading teachers. The literacy directives of the act constitute a paradigm shift in reading reform, especially at the secondary level. Literacy directives require state and district level administrator's to focus on secondary reading teacher pre and in service training. Effecive secondary reading teachers must be well versed in the foundation sof Scientifically Based Reading Research. Florida is among the first states to implement six comptencies of professional development that leads to endorsement in the teaching of reading. Florida teachers of secondary reading are required to earn a reading endorsement. Professional development founded in Scientifically Based Reading Research is a knowledge-driven process. The process requires teachers to be actively engaged in action research that links theory to practice. School districts are to train teachers to implement recommended strategic teaching tools in their classrooms. learning the teaching strategies of reading requires educators to commit time and mental energy to complete a robust professional development track With concern for the success of reading teachers, this qualitative study utilized case studies and the interpretive approach to investigate the question: Will secondary reading teachers implement Scientifically Based Reading Research in the classroom? The research examined the attitudes, reactions, and classroom practices of eight teachers who were assigned to teach secondary reading. data gathering spanned two semesters and an intervening summer in an urban Southwest Florida school district. The results of this dissertation are encouraging but mixed. The researcher discovered that secondary teachers of reading who experienced at least one class of reading professional development were discovering a climate of collaboration, a body of research, and inconstant implementation success. The research also uncovered teacher perspectives of the negative factors of mandated professional development: time pressures, curriculum frustrations, needs for follow-up collaborations and assumptions about administrator neglect.

Notes

If this is your thesis or dissertation, and want to learn how to access it or for more information about readership statistics, contact us at STARS@ucf.edu

Graduation Date

2006

Semester

Spring

Advisor

Zygouris-Coe, VIcky

Degree

Doctor of Education (Ed.D.)

College

College of Education

Department

Educational Studies

Degree Program

Curriculum and Instruction

Format

application/pdf

Identifier

CFE0001169

URL

http://purl.fcla.edu/fcla/etd/CFE0001169

Language

English

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Download

Share

COinS