dc.contributor.author	Davis, Linda W.	en_US
dc.coverage.spatial	South Georgia Coastal Region	en_US
dc.coverage.temporal	1999-2001	en_US
dc.date.accessioned	2009-09-16T17:58:53Z	en_US
dc.date.accessioned	2009-09-30T15:58:41Z	en_US
dc.date.accessioned	2011-03-02T17:28:46Z
dc.date.available	2009-09-16T17:58:53Z	en_US
dc.date.available	2009-09-30T15:58:41Z	en_US
dc.date.available	2011-03-02T17:28:46Z
dc.date.issued	2001-12	en_US
dc.identifier.uri	http://hdl.handle.net/10428/118	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
dc.description.degree	Ed. S.	en_US
dc.description.major	Instructional Technology	en_US