Electronic Theses and Dissertations

Date

2019

Document Type

Dissertation

Degree Name

Doctor of Education

Department

Instruction & Curriculum Leadership

Committee Chair

J. Perkins

Committee Member

William Hunter

Committee Member

Laurie MacGillivray

Committee Member

Susan Nordstrom

Abstract

This qualitative case study focused on exploring elementary literacy teachers perceptions on the impact of literacy job-embedded professional development (JEPD). The study was guided by the following research questions: RQ1. What are elementary literacy teachers perceptions of literacy job-embedded professional development in which they have been participants?RQ2. What are elementary literacy teachers perceptions of the benefits of literacy job-embedded professional development in which they have been participants?RQ3. How does literacy job-embedded professional development, in which elementary literacy teachers have been participants, impact literacy teachers? RQ4. What are elementary literacy teachers perceptions of what makes literacy JEPD effective?A demographic survey and a three-interview series approach were employed to discover the life history with literacy JEPD, details of the experience with literacy JEPD and the participants reflections on the meaning of their experiences with literacy JEPD. Three themes were developed as a result: a) meeting instructional need; b) building teacher capacity; c) meaningful job-embedded professional development. The findings of this study suggest that elementary literacy teachers perceptions of JEPD were contingent upon when in the teaching career of the participants these experiences occurred. Participants perceptions of the benefits of literacy of JEPD were that they improved their instructional practices as well as increased student outcomes. Participant perceptions of the impact of literacy JEPD were that they improved their self-efficacy. Finally, the participants considered literacy JEPD that were collaborative, engaging, content specific, precise and classroom focused to be effective.

Comments

Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to ProQuest

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