The Targeted Reading Intervention (TRI) is a technologically-mediated professional development program and early reading intervention designed with rural schools in mind (Ginsberg, Amendum, Mayer, Fedora, & Vernon-Feagans, 2006). The TRI is known to positively impact teachers' practices, resulting in improved reading outcomes for children in kindergarten and first grade (Amendum, Vernon-Feagans, & Ginsberg, 2011; Ginsberg, 2006; Ginsberg, Amendum, Vernon-Feagans, & Athey, n.d; Vernon-Feagans, Gallagher, Ginsberg, et al., 2010; Vernon-Feagans, Kainz, Hedrick, Ginsberg, & Amendum, 2010; Vernon-Feagans et al., 2012). Unknown, however, is the process of change that occurred, leading to the more effective teaching of reading. An understanding of the supportive nature of specific affordances of the TRI may help to ensure its continued success. As well, this understanding also holds the potential to inform the design of other programs intending to facilitate teacher change that leads to higher early reading achievement of students. This study examined the process of change for one participating TRI teacher over the course of one school year as she used the program's affordances of: TRI Weekly Meetings, Coaching, Technology, One-on-One Format and TRI Reading Strategies. A qualitative, collective case study design was used to examine how these affordances supported the teacher's changes in practices and beliefs. Findings suggest One-on-One Format, TRI Reading Strategies and Coaching together created a context that allowed for a change in the way the teacher considered the reading development of students. The TRI Weekly Meetings supported change by providing the participating teacher with a forum for speaking on behalf of her coworkers. Speaking for coworkers lead to a change in the way the participating teacher was accepted at her school. The TRI Weekly Meetings were also conducive to professional conversations that enhanced the Coaching aspect of the intervention. Technology supported the teacher's changes mainly by facilitating full implementation of the program, allowing her to access the other affordances.
|Advisor:||Vernon-Feagans, Lynne, Ginsberg, Marnie|
|Commitee:||Ginsberg, Marnie, Justice, Julie, Knotek, Steve, Palsha, Sharon, Vernon-Feagans, Lynne|
|School:||The University of North Carolina at Chapel Hill|
|Department:||Education: Doctorate/Master's in Education|
|School Location:||United States -- North Carolina|
|Source:||DAI-A 74/05(E), Dissertation Abstracts International|
|Subjects:||Literacy, Reading instruction, Educational technology|
|Keywords:||Poverty, Professional development, Reading interventions, Technology-mediated programs|
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