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A qualitative case study of teacher-led professional development: middle school science and the Close Read Initiative
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Farrell, Christine. A qualitative case study of teacher-led professional development: middle school science and the Close Read Initiative. Retrieved from https://doi.org/doi:10.7282/t3-7t8v-6683

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TitleA qualitative case study of teacher-led professional development: middle school science and the Close Read Initiative
NameFarrell, Christine (author); Belzer, Alisa (chair); Novak, Richard (internal member); Boling, Erica (internal member); Rutgers University; Graduate School of Education
Date Created2021
Other Date2021-01 (degree)
SubjectProfessional development, Common Core State Standards (Education), Teacher Leadership
Extent1 online resource (vii, 181 pages) : illustrations
DescriptionIn response to the adoption of the Common Core State Standards for Language Arts Literacy by the New Jersey Department of Education, Chesterport K-8 Public School District implemented a district-wide program to promote reading skills across all academic subjects called the Close Read Initiative (CRI). This study reviews and analyzes the Stanton Middle School science teachers’ professional development (PD) for the CRI. It specifically looks at teachers’ perspectives about the needs and challenges of PD for implementing the CRI, as well as their perceptions of efforts to provide research-based PD to support the implementation of the CRI. In addition, the study documents challenges and supports that I experienced as an emerging teacher leader who attempted to provide research-based PD to support the district’s overall CRI. A qualitative research approach was used for this case study. The PD program began in November 2012 and ended in March 2013. The science teachers at Stanton made up a purposeful sample with nine teachers in the department, and all volunteered to participate in the study to some degree. The group consisted of sixth, seventh, and eighth grade teachers with three per grade. I taught science honors to all three grades and served not only as a colleague implementing CRI in my own classroom but also as a PD designer, facilitator, and evaluator. Findings are based on my reflexive analysis of the data as I, a classroom teacher, stepped out of my traditional role to act as researcher and PD facilitator. Results suggest teachers were very receptive to research-based PD but needs varied greatly from teacher to teacher, requiring flexibility and creativity to individualize the learning experience. The study also revealed cultural and structural challenges encountered by an informal teacher leader.
NoteEd.D.
NoteIncludes bibliographical references
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/t3-7t8v-6683
LanguageEnglish
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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