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Implementing a critical friends group focused on an ipad-based approach to differentiating literacy instruction
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Greco, Jennifer Kamm. Implementing a critical friends group focused on an ipad-based approach to differentiating literacy instruction. Retrieved from https://doi.org/doi:10.7282/T36Q20CW

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TitleImplementing a critical friends group focused on an ipad-based approach to differentiating literacy instruction
NameGreco, Jennifer Kamm (author); McLean, Cheryl (chair); Boling, Erica (internal member); Belzer, Alisa (internal member); Casey, Heather (outside member); Rutgers University; Graduate School of Education
Date Created2016
Other Date2016-05 (degree)
SubjectTeacher Leadership, Group facilitation, Literacy, Reading (Kindergarten)
Extent1 online resource (ix, 216 p. : ill.)
DescriptionEngaging in a critical friends group (CFG), a type of learning community, is a collaborative and beneficial way for educators to enhance their effectiveness in their teaching practices. The purpose of this qualitative case study was to understand kindergarten teachers’ perspectives of a CFG focused on an iPad-based approach to differentiating literacy instruction. The following research question guided my research study: What happens when a critical friends group is implemented to help teachers use iPad applications to differentiate literacy instruction? My sub questions were: (a) How do teachers view a CFG as a form of professional development? (b) What types of interactions and structures characterize the CFG? (c) What supports and impedes the work of the CFG? (d) In what ways does participation in the CFG shape teachers’ ability to use iPad applications to differentiate literacy instruction? These research questions, grounded in Vygotsky’s (1978) social constructivist theory, were addressed by interviewing, observing, and collecting documents from four participants (myself included), over 15 CFG sessions. Using Glaser and Strauss’ (1967) constant-comparative method, data was analyzed until four themes evolved. The findings showed that when the CFG interacted, there was consensus, balance, quality, and critical friendships. Seven claims were made when discussing the findings, one of which was that participants who had critical friendships showed a deprivatization of practice. For educators looking to implement CFGs, several implications for practice should be considered such as using protocols to facilitate sessions. One of the implications for research included studying the long-term impact of a CFG over time.
NoteEd.D.
NoteIncludes bibliographical references
Noteby Jennifer Kamm Greco
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/T36Q20CW
Languageeng
CollectionGraduate School of Education Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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