dc.contributor.author	Brantley, Lydia	en_US
dc.coverage.spatial	Georgia	en_US
dc.date.accessioned	2009-10-05T19:51:31Z	en_US
dc.date.accessioned	2011-03-02T17:28:49Z
dc.date.available	2009-10-05T19:51:31Z	en_US
dc.date.available	2011-03-02T17:28:49Z
dc.date.issued	2001-12	en_US
dc.identifier.uri	http://hdl.handle.net/10428/398	en_US
dc.description.abstract	Helping children to become better readers is a tremendous responsibility faced by educators today. With students of varying abilities, reaching each child requires training, time, and dedication. The goal of this study was to improve the quality and quantity of the teacher/student relationship component of the Reading Renaissance program, which is the corereading program in the elementary school in which I work. Consideration was given to teacher intervention strategies that were in use as well as those strategies that both teachers and students identified as effective. Staff development sessions were provided and through surveys, observations, and focus group sessions, third grade students and teachers demonstrated that participation in specific, planned staff development could be successful for changing reading instruction. Time limits of the study made it impractical to measure student reading growth.	en_US
dc.language.iso	en_US	en_US
dc.subject	Teacher/Student Relationship	en_US
dc.subject	Reading Renaissance	en_US
dc.title	Reading Renaissance Teacher Intervention Strategies for Student Success	en_US
dc.type	Thesis	en_US
dc.contributor.department	Curriculum and Instructional Technology	en_US
dc.description.advisor	Schmertzing, Lorraine	en_US
dc.description.committee	Leader, Lars	en_US
dc.description.committee	Zahner, Jane	en_US
dc.description.degree	Ed.S.	en_US
dc.description.major	Instructional Technology	en_US