The Relationship Between the Next Generation Content Area Reading Professional Development Program on the Effectiveness of Teaching Literacy Strategies in High School Biology Classes

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The Relationship Between the Next Generation Content Area Reading Professional Development Program on the Effectiveness of Teaching Literacy Strategies in High School Biology Classes, Is A Well-Researched Topic, It Is To Be Used As A Guide Or Framework For Your Research.

Abstract

The need for effective content area reading teachers have continued to increase since the introduction of one public school districts’ Content Area Reading Professional Development (CAR-PD) in 2006. In 2011, modifications were made to improve the program, and it became known as the Next Generation Content Area Reading Professional Development (NGCAR-PD). The purpose of this program evaluation is to investigate the relationship between NGCAR-PD certified Biology teachers and their
ability to implement reading strategies with science content effectively. The context of this inquiry is a mid-sized public school district that has implemented the program since 2006 at the middle and high school level with content area teachers. This study demonstrates that the expected outcomes of a program completer do not match the actual results. Quantitative and qualitative data revealed that specific improvements were needed for the NGCAR-PD program for teachers to be effective when implementing reading comprehension strategies with students in content area classrooms.

Table of Contents

Abstract ……………………………………………………………………………………………………….. IV
Preface …………………………………………………………………………………………………………… V
Acknowledgements ………………………………………………………………………………………. IVII
Dedication …………………………………………………………………………………………………….. IX
List of Tables………………………………………………………………………………………………… XII
List of Figures ……………………………………………………………………………………………… XIII
Section One: Introduction ……………………………………………………………………………………1
Purpose of the Program Evaluation …………………………………………………………….3
Rationale ………………………………………………………………………………………………..5
Goals …………………………………………………………………………………………………….8
Definition of Terms ………………………………………………………………………………….9
Research Questions ……………………………………………………………………………….. 10
Conclusion …………………………………………………………………………………………… 11
Section Two: Review of the Literature ………………………………………………………………… 12
Content Area Literacy ……………………………………………………………………………. 13
Impact of Attitudes on Literacy ……………………………………………………………….. 15
Disciplinary Literacy ……………………………………………………………………………… 16
Conclusion …………………………………………………………………………………………… 17
Section Three: Methodology ……………………………………………………………………………… 18
Research Design Overview …………………………………………………………………….. 18
Participants ………………………………………………………………………………………….. 20
Data Gathering Techniques …………………………………………………………………….. 20
Data Analysis Techniques ………………………………………………………………………. 22
Ethical Considerations …………………………………………………………………………… 23
Limitations …………………………………………………………………………………………… 24
Conclusion …………………………………………………………………………………………… 26
Section Four: Results ……………………………………………………………………………………….. 27
Findings ………………………………………………………………………………………………. 27
Participant Demographics ………………………………………………………………………. 27
Announced Observations ……………………………………………………………………….. 28
Unannounced Observations …………………………………………………………………….. 36
Program Completion Summary ……………………………………………………………….. 42
Implementation Level Before Program Completion…………………………………….. 43
Implementation Level After Program Completion ………………………………………. 44
Participant Recommendations …………………………………………………………………. 46
Support Recommendations ……………………………………………………………………… 48
Strategy Use with Text …………………………………………………………………………… 49
Implementation Effectiveness …………………………………………………………………. 51
Frequency of Strategy Use ……………………………………………………………………… 52
Specific Strategy Use …………………………………………………………………………….. 53
Final Thoughts ……………………………………………………………………………………… 54
Judgments ……………………………………………………………………………………………. 61
Recommendations …………………………………………………………………………………. 63
Conclusion …………………………………………………………………………………………… 65

Section Five: To-Be Framework ………………………………………………………………………… 67
Envisioning the Success To-Be ……………………………………………………………….. 69
Conclusion …………………………………………………………………………………………… 73
Section Six: Strategies and Actions …………………………………………………………………….. 75
Strategies and Action …………………………………………………………………………….. 75
Conclusion …………………………………………………………………………………………… 83
Section Seven: Implications and Policy Recommendations …………………………………….. 84
Policy Statement …………………………………………………………………………………… 84
Analysis of Needs …………………………………………………………………………………. 89
Implications for Staff and Community Relationships…………………………………… 95
Conclusion …………………………………………………………………………………………… 97
Section Eight: Conclusion…………………………………………………………………………………. 98
Discussion……………………………………………………………………………………………. 99
Leadership Lessons ……………………………………………………………………………… 100
Conclusion …………………………………………………………………………………………. 103
References ……………………………………………………………………………………………………. 104
Appendices …………………………………………………………………………………………………… 109
Appendix A Classroom Observation Coding System …………………………………. 110
Appendix B Dr. Molly Ness Correspondence …………………………………………… 114
Appendix C Classroom Observation Ratings Rubric …………………………………. 115
Appendix D Teacher Interview Questions ……………………………………………….. 116
Appendix E Informed Consent ………………………………………………………………. 118
Appendix F Informed Consent ………………………………………………………………. 120
Appendix G Classroom Observation Data Collection Sheet………………………… 122
Appendix H As-Is Diagram …………………………………………………………………… 127
Appendix I To-Be Diagram: ………………………………………………………………….. 128

Additional information

Author

Tia Pridgen Brown

No of Chapters

8

No of Pages

143

Reference

YES

Format

PDF

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