Advisor(s)

Margaret Dougherty

Contributor(s)

Alan Stoskopf, Laura Boynton Hauerwas

Date of Award

2011

Date Accepted

11-2011

Degree Grantor

Northeastern University

Degree Level

Ed.D.

Degree Name

Doctor of Education

Department or Academic Unit

College of Professional Studies, Department of Education

Keywords

education, reading instruction, educational tests & measurements, elementary education, coaching, professional development, reading, RTI

Disciplines

Education

Abstract

Reading instruction at the elementary level lacks the implementation of research-based strategies. The purpose of this case study was to explore the process of data-driven professional development in two grade 1 classrooms in order to strengthen classroom reading instruction. The participants include the two classroom teachers and the researcher acting as a coach and member of the collaborative grade-level team. The setting is an elementary school that has been successfully implementing the Response to Intervention model for three years. This case study focused on the use of student achievement data within the RTI model and coaching to strengthen Tier 1 classroom reading instruction by infusing the instruction with research-based practices. A logic model was used to compare observed events with theoretically-predicted events. Data collection included field notes, observations, interviews, and student achievement data (AIMSweb). Qualitative data analysis, including coding, helped to provide a thick description of the process, while student achievement data provided descriptive data regarding the ultimate outcomes observed within the two classrooms.

Document Type

Doctoral Thesis

Rights Information

copyright 2011

Rights Holder

Sara A. Monaco


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