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A qualitative case study of teacher-led professional development: middle school science and the Close Read Initiative
Descriptive
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Title
A qualitative case study of teacher-led professional development: middle school science and the Close Read Initiative
Name
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Farrell
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Christine
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Christine Farrell
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author
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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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chair
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Novak
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Richard
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Richard Novak
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Advisory Committee
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internal member
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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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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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2021
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2021-01
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2021
Language
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English
Abstract
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In 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.
Subject
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Topic
Professional development
Subject
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Topic
Common Core State Standards (Education)
Subject
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Topic
Teacher Leadership
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Rutgers University Electronic Theses and Dissertations
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ETD_11336
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application/pdf
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text/xml
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1 online resource (vii, 181 pages) : illustrations
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Ed.D.
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Includes bibliographical references
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ETD doctoral
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Graduate School of Education Electronic Theses and Dissertations
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rucore10001500001
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NjNbRU
Identifier
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doi:10.7282/t3-7t8v-6683
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Rights
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The author owns the copyright to this work.
RightsHolder
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Name
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Farrell
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Christine
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Permission or license
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2020-12-13 06:21:19
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Christine Farrell
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Rutgers University. Graduate School of Education
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Author Agreement License
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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.
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2021-01-31
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2021-08-02
Detail
Access to this PDF has been restricted at the author's request. It will be publicly available after August 2nd, 2021.
Copyright
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Copyright protected
Availability
Status
Open
Reason
Permission or license
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2020-12-17T13:42:55
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2020-12-17T13:42:55
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