The Effects of Participant-Centered Staff Development on Accelerated Reader Monitoring Techniques

Show simple item record Davis, Linda W. en_US
dc.coverage.spatial South Georgia Coastal Region en_US
dc.coverage.temporal 1999-2001 en_US 2009-09-16T17:58:53Z en_US 2009-09-30T15:58:41Z en_US 2011-03-02T17:28:46Z 2009-09-16T17:58:53Z en_US 2009-09-30T15:58:41Z en_US 2011-03-02T17:28:46Z 2001-12 en_US
dc.identifier.uri en_US
dc.description.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. en_US
dc.language.iso en_US en_US
dc.publisher Valdosta State University en_US
dc.rights Copyright protected. Unauthorized reproduction or use beyond the exceptions granted by the Fair Use clause of U.S. Copyright law may violate federal law. en_US
dc.subject Accelerated Reader en_US
dc.subject Reading Renaissance en_US
dc.subject participant-centered en_US
dc.subject staff development en_US
dc.subject.lcc Individualized reading instruction en_US
dc.subject.lcc Reading comprehension--Evaluation en_US
dc.title The Effects of Participant-Centered Staff Development on Accelerated Reader Monitoring Techniques en_US
dc.type Thesis en_US
dc.contributor.department Curriculum and Instructional Technology en_US
dc.description.advisor Brovey, Andrew J. en_US
dc.description.committee Leader, Lars G. en_US
dc.description.committee Schmertzing, Lorraine C. en_US Ed. S. en_US
dc.description.major Instructional Technology en_US

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