Date of Award
2003
Document Type
Dissertation
Degree Name
Doctor of Education
Department
EdD Program for Educational Leaders
Advisor
Carolyn S. Buckenmaier
Committee Member
Donald Lueder
Committee Member
Barbara Packer
Committee Member
Claudia Santin
Keywords
assessment, differentiated instruction, diagnostic testing, Dynamic Indicators of Basic Early Literacy Skills, early literacy, early reading, instructional strategies, kindergarten, literacy, professional development, reading, research-based strategies, rural elementary school, Star Early Literacy Assessment, student learning, teacher knowledge
Abstract
This applied dissertation implemented professional development activities with kindergarten teachers to improve teachers’ knowledge of instruction and assessment of early literacy. An emphasis was placed on using diagnostic testing to gather data on students' performance and then to provide differentiated instruction. The program was implemented in a rural elementary school with a student population of approximately 335. Sixty percent of the kindergarten students were identified as at risk in the area of reading. This applied dissertation produced results at one elementary school that reduced the number of at-risk kindergarten students in the area of literacy.
Professional development supported and guided the teachers to implement researched-based early literacy strategies. The professional development activities were designed to give teachers time for actual application and discussion.
The Dynamic Indicators of Basic Early Literacy Skills and the Star Early Literacy Assessment were the assessments for evaluating student learning throughout the applied dissertation. Based on the results of these assessments, teachers planned instructional strategies to meet the needs of each individual student.
The applied dissertation was evaluated on two levels. It was evaluated for the impact on student learning and the implementation of the professional development activities.
Fewer students were identified as at risk at the end of the study. The qualitative data indicated that the professional development activities did change instruction.