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Improving Foundational Reading Skills Growth in Middle School: A Promising Practices Study
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Improving Foundational Reading Skills Growth in Middle School: A Promising Practices Study. |
| 개인저자 | Kwon, John. |
| 단체저자명 | University of Southern California. Education(Leadership). |
| 발행사항 | [S.l.]: University of Southern California., 2019. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2019. |
| 형태사항 | 194 p. |
| 기본자료 저록 | Dissertations Abstracts International 81-03A. Dissertation Abstract International |
| ISBN | 9781085791175 |
| 학위논문주기 | Thesis (Ed.D.)--University of Southern California, 2019. |
| 일반주기 |
Source: Dissertations Abstracts International, Volume: 81-03, Section: A.
Advisor: Yates, Kenneth A. |
| 이용제한사항 | This item must not be sold to any third party vendors. |
| 요약 | This study uses Clark and Estes' (2008) gap analysis performance model which systematically analyzes organizational goals to identify current performance levels and stakeholder assets or needs within an organization. In this study, the model was adapted as a promising practice approach to identify the knowledge, motivation, and organizational assets of rotational blended learning teachers from the highest performing middle schools in Jiminy Public Schools. This organization was identified as a promising practices because their students' foundational reading skills rose at a higher rate than all other comparative schools. Seven teachers were interviewed, observed, and document analyses were conducted on their lesson resources. The data was coded and analyzed to identify the assets and needs to effectively implement a blended learning reading intervention program at Jiminy Public Schools. Findings from the study indicate a number of knowledge, motivation, and organizational assets that can be adopted at other school sites, particularly with how deliberately teachers plan the execution of lessons and design the classroom environment. This study makes recommendations for other school sites to adopt the teacher assets through ongoing training and coaching supports to ensure effective implementation of the blended learning model. |
| 일반주제명 | Educational leadership. Educational psychology. Reading instruction. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
