This study examined teachers’ (a) perceptions of the impact of policy on their teaching and professional development, (b) knowledge of policy initiatives and the protocols their schools have in place to support them, (c) perceptions of policy, and (d) self-efficacy for literacy instruction and professional development’s impact on it. The investigation focused on three policy initiatives: Response to Intervention, the Common Core State Standards, and the Annual Professional Performance Review program, New York State’s teacher evaluation system. The sample included K–4 classroom and special education teachers and literacy/reading specialists working in New York State. Results revealed that respondents’ perceptions of policy initiatives varied by initiative and that the majority of respondents were knowledgeable about aspects of each policy initiative. However, fewer respondents perceived that the protocols their schools had in place to support the policy initiatives were clear. The overwhelming majority of respondents indicated that they had a high sense of efficacy for literacy instruction. A smaller percentage indicated that PD increased their sense of efficacy for various aspects of literacy instruction. Additionally, respondents’ perceptions provided insight into how professional development and teachers’ knowledge about initiatives relate to policy implementation.
|Advisor:||Goatley, Virginia, Scanlon, Donna|
|School:||State University of New York at Albany|
|Department:||Reading Literacy Teaching and Learning|
|School Location:||United States -- New York|
|Source:||DAI-A 76/10(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Education Policy|
|Keywords:||Education policy, Literacy, Policy impact, Reading policy, Self-efficacy, Teacher perceptions|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be