Date of Award
2004
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Fischler Graduate School of Education and Human Services
Advisor
Leslie Curda
Committee Member
Charles Schlosser
Committee Member
Barbara Packer
Keywords
collaboration, collaborative professional development, case study, educational change, elementary education, faculty development, interviews, literacy coaches, reading instruction, student achievement, teacher perceptions, teacher professional development
Abstract
This applied dissertation was designed to gain insight as to the perceptions teachers had of collaborative professional development strategies employed at the research setting. The elementary school received a grant. One provision of the grant was the addition of a literacy coach. The main role of the literacy coach was to facilitate collaborative professional development for the teachers of reading at this site. The ultimate goal of all professional development is to increase student achievement. However, as with all reform initiatives, the people involved cannot be ignored. The perceptions teachers have of professional development opportunities can have an impact on the success of that opportunity.
This case study was designed to learn more about this phenomenon. Data collection was possible through documentation and interviews, both individual and group. An analysis of the data revealed that teachers perceived collaborative professional development strategies to be both informative and beneficial. Other valuable information about effective professional development was also gained through the implementation of this research study.