Date of Conferral

2023

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Terri Edwards

Abstract

The problem addressed through this research study was although kindergarten through Grade 3 (K–3) reading teachers have received specific professional development in phonological methods, a gap in practice exists with the implementation of instructional strategies. The purpose of this study was to explore K–3 reading teachers' perspectives regarding their professional development in phonological methods and what further professional development is needed for consistent and effective implementation of instructional strategies to support student achievement in phonemic awareness and phonics. Flavell's theory of thinking about thinking, otherwise known as metacognition, was the grounding conceptual framework. The research questions guided the study by exploring the teachers’ perspectives about their professional development, which professional development had the most effect on their teaching, and which opportunities are needed to enhance implementation. A basic qualitative approach using a participant interview protocol with predetermined questions was used to collect data from 10 K–3 reading teachers. Interview data were collected and analyzed using thematic analysis. The following four themes emerged from the data analysis: merging multiple professional developments leads to inconsistent implementation, teachers prefer curriculum alignment and instructional integrity, teachers value professional development leading to intentional phonics instruction, and teachers want organizational commitment to continuous improvement. This study may contribute to positive social change by providing professional development designers and educators with information when making decisions about professional development in phonological methods.

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