Date of Award
2003
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Programs for Higher Education
Advisor
Harvey Sadoff
Committee Member
Anne Joslin
Committee Member
Barbara Packer
Committee Member
Claudia Santin
Keywords
achievement, administrators, applied dissertation, assessments, city school, classroom assessments, classroom instruction, collegial dialogue, concept-oriented approach, criterion-referenced tests, data analysis, diverse student population, elementary schools, integrated reading comprehension assessments, instructional focus, local assessments, MSPAP, ongoing staff development, professional development, reading, reading achievement, reading comprehension, reflection, staff development, state assessments, state expectation, student achievement, student work, systematic staff development, teachers, teaching reading, third grade students
Abstract
This applied dissertation was to raise the reading achievement of third grade students in a diverse city school with a student population of 618. Analysis of archival data for the past three years indicated that reading comprehension scores on the state test (MSPAP) and local criterion-referenced tests have remained unchanged with a relatively flat trend. Approximately 50% of all students had reached a satisfactory level as opposed to the 70% state expectation. Staff development for teaching reading was provided through external conferences or at the county level as a one-time in-service with no follow-up, application expectancy, or examination of student work with regard to the professional development.
Planned solution strategies included (a) the identification of best strategies for teaching reading comprehension, (b) systematic on-going staff development on teaching reading through an integrated, concept-oriented approach, and (c) creating integrated reading comprehension assessments designed to be aligned with the local and state assessments. These interventions involved students, teachers, and administrators. The process began in July 2001 and continued through April 2002.
An analysis of the data revealed that student achievement was significantly increased as measured by classroom assessments when teachers were provided with staff development that was directly connected to classroom instruction and assessment. Specifically, teachers benefited from analyzing student assessments to drive their instructional focus, to have time to practice and reflect upon new strategies being used in the classroom, and to have time for collegial dialogue.