The primary purpose of this study was to analyze the outcomes of an original method of professional development that acknowledged and addressed the specific learning needs of teacher-learners, while capitalizing on the current state of knowledge regarding effective professional development characteristics, and teacher cognition and learning. Specifically, the researcher analyzed what changes occurred in the instructional practices and theoretical understandings of elementary teachers as they participated in Individualized Professional Development (IPD).
The process of IPD began with determining the learning gap needs of teachers through the use of a needs assessment, classroom observations, and student assessments in order to drive the professional development plan. Based on these findings teachers were grouped as determined by their level of needed support into one of three categories: Challenge, Reteach, or Intervention. In collaborative groups based on similar support needs, teacher-learners were then provided with Individualized Learning Activities to support their level of theoretical understandings and/or level of curriculum implementation. Post teacher support, an additional needs assessment was conducted along with classroom observations to determine teacher growth, or lack of. Based on those findings, teacher-learners were re-categorized. This process was conducted for each of the instructional routines necessary for effectively implementing Open Court Reading.
|Advisor:||Hollins, Etta R.|
|Commitee:||Kaplan, Sandra, Ragusa, Gisele|
|School:||University of Southern California|
|School Location:||United States -- California|
|Source:||DAI-A 70/05, Dissertation Abstracts International|
|Subjects:||Teacher education, Literacy, Reading instruction, Curriculum development|
|Keywords:||Individualized, Individualized professional development, Instructional practices, Open Court, Open Court Reading, Professional development, Providers, Teacher learners|
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