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Implementing a critical friends group focused on an ipad-based approach to differentiating literacy instruction

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TitleInfo
Title
Implementing a critical friends group focused on an ipad-based approach to differentiating literacy instruction
SubTitle
kindergarten teachers' perspectives
Name (type = personal)
NamePart (type = family)
Greco
NamePart (type = given)
Jennifer Kamm
NamePart (type = date)
1986-
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Jennifer Kamm Greco
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author
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McLean
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Cheryl
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Cheryl McLean
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Advisory Committee
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chair
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Boling
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Erica
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Erica Boling
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Advisory Committee
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internal member
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Belzer
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Alisa
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Alisa Belzer
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Advisory Committee
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internal member
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Casey
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Heather
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Heather Casey
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Advisory Committee
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outside member
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Rutgers University
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degree grantor
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Graduate School of Education
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school
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Text
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theses
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DateCreated (qualifier = exact)
2016
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2016-05
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2016
Place
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xx
Language
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eng
Abstract (type = abstract)
Engaging 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.
Subject (authority = RUETD)
Topic
Teacher Leadership
Subject (authority = ETD-LCSH)
Topic
Group facilitation
Subject (authority = ETD-LCSH)
Topic
Literacy
Subject (authority = ETD-LCSH)
Topic
Reading (Kindergarten)
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Title
Rutgers University Electronic Theses and Dissertations
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ETD_7059
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electronic resource
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application/pdf
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text/xml
Extent
1 online resource (ix, 216 p. : ill.)
Note (type = degree)
Ed.D.
Note (type = bibliography)
Includes bibliographical references
Note (type = statement of responsibility)
by Jennifer Kamm Greco
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Title
Graduate School of Education Electronic Theses and Dissertations
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rucore10001500001
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NjNbRU
Identifier (type = doi)
doi:10.7282/T36Q20CW
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

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The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Greco
GivenName
Jennifer
MiddleName
Kamm
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2016-03-14 19:38:45
AssociatedEntity
Name
Jennifer Greco
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Education
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Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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2016-03-18T19:34:09
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