The Effects of Participant-Centered Staff Development on Teacher Monitoring Techniques in the Implementation of the Accelerated Reader Program
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Authors
Davis, Linda W.
Issue Date
2002
Type
Article
Language
en_US
Keywords
Alternative Title
Abstract
This study stemmed from my desire to maximize the benefits of Accelerated Reader (AR) for students by focusing on teacher implementation. The intervention was participant-centered staff development in AR monitoring techniques. Reading Renaissance training videos were presented prior to the staff development workshop. In the workshop, teachers discussed research supporting Reading Renaissance strategies, reviewed AR reading logs and reports, then shared AR techniques they had used in the past, problems encountered, adaptations they had made, and suggestions for successful implementation of the AR program. The four-week study that followed investigated whether participant-centered staff development affected the types or frequency of monitoring in the classroom as well as teacher attitudes about the AR program. Results indicated an increase in both types and frequency of monitoring as well as very positive attitudes about AR. Several other critical implementation issues surfaced as a result of the study. Overall, participant-centered staff development for AR appeared to be a practical, effective training strategy that promotes problem solving, shared practices, and peer support but may be most effective when implemented as an ongoing training strategy.
Description
Citation
Davis, L. (2002). The effects of participant-centered staff development on teacher monitoring techniques in the implementation of the Accelerated Reader Program. "Action Research Exchange", 1(1). Retrieved from http://chiron.valdosta.edu/are/Artmanscrpt/vol1no1/davis_am.pdf
Publisher
Valdosta State University College of Education