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Connecting theory, training and prac...

Anderson, Helen M.

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Connecting theory, training and practice: Building teachers' capacity within an elementary literacy intervention.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Connecting theory, training and practice: Building teachers' capacity within an elementary literacy intervention./
Author:	Anderson, Helen M.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	173 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-03(E), Section: A.
Contained By:	Dissertation Abstracts International78-03A(E).
Subject:	Teacher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10158552
ISBN:	9781369135602

Connecting theory, training and practice: Building teachers' capacity within an elementary literacy intervention.
Anderson, Helen M.

Connecting theory, training and practice: Building teachers' capacity within an elementary literacy intervention. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 173 p.

Source: Dissertation Abstracts International, Volume: 78-03(E), Section: A.

Thesis (Ed.D.)--University of Pennsylvania, 2016.

Research suggests that instructional interventions can impact student learning most effectively when teachers receive support for implementation (Danielson, Doolittle, & Bradley, 2007; Songer, et al., 2002). This is particularly true for interventions targeting struggling students within Response to Intervention structures (Akerson, Cullen, & Hanson, 2009; Harris, Graham, & Adkins, 2015; Martin-Kniep, 2008;). Professional learning communities (PLCs) provide one structure to provide teachers with the needed instructional support to implement instructional interventions (Akerson et al., 2009; Danielson et al., 2007; Martin-Kneip, 2008; Pease-Alvarez & Samway, 2008). Implementation literature largely examines two aspects of these PLCs in relation to teacher's practice: 1) teachers' fidelity in implementing the curricular intervention, and 2) how intervention training within the PLC impacts on students' academic performance. Absent from the current research is an examination of the ways in which teachers develop their capacity within PLCs, particularly when that PLC directly supports teachers' implementation of a curricular intervention. Drawing on data from a large-scale evaluation study of an early literacy intervention, this dissertation explores how teachers describe the ways in which their capacity is built within a PLC. Using a critical feminist framework, this study examines interview transcripts, program artifacts, and analytic memos to surface the themes and discourses used by teachers to forward a theory of how PLCs can influence teachers' practice.

ISBN: 9781369135602Subjects--Topical Terms:

3172312
Teacher education.

Connecting theory, training and practice: Building teachers' capacity within an elementary literacy intervention.
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100 1 $a Anderson, Helen M. $3 3286642
245 1 0 $a Connecting theory, training and practice: Building teachers' capacity within an elementary literacy intervention.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 173 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-03(E), Section: A.
500 $a Includes supplementary digital materials.
500 $a Adviser: Diane R. Waff.
502 $a Thesis (Ed.D.)--University of Pennsylvania, 2016.
520 $a Research suggests that instructional interventions can impact student learning most effectively when teachers receive support for implementation (Danielson, Doolittle, & Bradley, 2007; Songer, et al., 2002). This is particularly true for interventions targeting struggling students within Response to Intervention structures (Akerson, Cullen, & Hanson, 2009; Harris, Graham, & Adkins, 2015; Martin-Kniep, 2008;). Professional learning communities (PLCs) provide one structure to provide teachers with the needed instructional support to implement instructional interventions (Akerson et al., 2009; Danielson et al., 2007; Martin-Kneip, 2008; Pease-Alvarez & Samway, 2008). Implementation literature largely examines two aspects of these PLCs in relation to teacher's practice: 1) teachers' fidelity in implementing the curricular intervention, and 2) how intervention training within the PLC impacts on students' academic performance. Absent from the current research is an examination of the ways in which teachers develop their capacity within PLCs, particularly when that PLC directly supports teachers' implementation of a curricular intervention. Drawing on data from a large-scale evaluation study of an early literacy intervention, this dissertation explores how teachers describe the ways in which their capacity is built within a PLC. Using a critical feminist framework, this study examines interview transcripts, program artifacts, and analytic memos to surface the themes and discourses used by teachers to forward a theory of how PLCs can influence teachers' practice.
520 $a This study found five key features of this intervention's PLCs that teachers described as developing their capacity: 1) theoretical texts directly connected to teachers' practice; 2) a resource-orientation to students; 2) a developed sense of personal responsibility for students' progress; 4) informal collaboration with colleagues outside the PLC space; and 5) peer observation with direct, non-evaluative feedback conversations. These features, when situated within existing literature, provide the groundwork for greater research around PLCs and how they can serve as a support of teachers' capacity-building and implementation of instructional interventions.
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650 4 $a Pedagogy. $3 2122828
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710 2 $a University of Pennsylvania. $b Reading, Writing, Literacy. $3 3169856
773 0 $t Dissertation Abstracts International $g 78-03A(E).
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