Dissertation/Thesis Abstract

Teachers' perceptions of the impact of education policy on their teaching, professional development, and sense of efficacy for literacy instruction
by Clickner, David, Ph.D., State University of New York at Albany, 2015, 334; 3704155
Abstract (Summary)

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.

Indexing (document details)
Advisor: Goatley, Virginia, Scanlon, Donna
Commitee: Weber, Rose-Marie
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
Publication Number: 3704155
ISBN: 9781321763737
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