| LDR | | 00000nam u2200205 4500 |
| 001 | | 000000435462 |
| 005 | | 20200228095637 |
| 008 | | 200131s2019 ||||||||||||||||| ||eng d |
| 020 | |
▼a 9781085791175 |
| 035 | |
▼a (MiAaPQ)AAI13884080 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 247004 |
| 082 | 0 |
▼a 372 |
| 100 | 1 |
▼a Kwon, John. |
| 245 | 10 |
▼a Improving Foundational Reading Skills Growth in Middle School: A Promising Practices Study. |
| 260 | |
▼a [S.l.]:
▼b University of Southern California.,
▼c 2019. |
| 260 | 1 |
▼a Ann Arbor:
▼b ProQuest Dissertations & Theses,
▼c 2019. |
| 300 | |
▼a 194 p. |
| 500 | |
▼a Source: Dissertations Abstracts International, Volume: 81-03, Section: A. |
| 500 | |
▼a Advisor: Yates, Kenneth A. |
| 502 | 1 |
▼a Thesis (Ed.D.)--University of Southern California, 2019. |
| 506 | |
▼a This item must not be sold to any third party vendors. |
| 520 | |
▼a 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. |
| 590 | |
▼a School code: 0208. |
| 650 | 4 |
▼a Educational leadership. |
| 650 | 4 |
▼a Educational psychology. |
| 650 | 4 |
▼a Reading instruction. |
| 690 | |
▼a 0449 |
| 690 | |
▼a 0525 |
| 690 | |
▼a 0535 |
| 710 | 20 |
▼a University of Southern California.
▼b Education(Leadership). |
| 773 | 0 |
▼t Dissertations Abstracts International
▼g 81-03A. |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0208 |
| 791 | |
▼a Ed.D. |
| 792 | |
▼a 2019 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T15491342
▼n KERIS
▼z 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
| 980 | |
▼a 202002
▼f 2020 |
| 990 | |
▼a ***1816162 |
| 991 | |
▼a E-BOOK |