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INSIDE OUT: TEACHER FACTORS THAT ASSIST IN THE FACILITATION OF
THE IMPLEMENTATION OF EARLY LITERACY INTERVENTIONS FOR AT-RISK
FIRST GRADERS IN AN URBAN SCHOOL
By
Marta Reinoso-Lasley
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
December 2006
Copyright 2006 Marta Reinoso-Lasley
Object Description
| Title | Inside out: teacher factors that assist in the facilitation of the implementation of early literacy interventions for at-risk first graders in an urban school |
| Author | Reinoso-Lasley, Marta |
| Author email | mreinoso20@hotmail.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Curriculum & Instruction) |
| School | Rossier School of Education |
| Date defended/completed | 2006-10-12 |
| Date submitted | 2006 |
| Restricted until | Unrestricted |
| Date published | 2006-11-29 |
| Advisor (committee chair) | Ragusa, Gisela |
| Advisor (committee member) |
Rueda, Robert Hirabayashi, Kimberly |
| Abstract | Teacher implementation of effective practices is identified in the literature as poor or lacking (e.g., Jenkins & Leicester, 1992; Klingner, Ahwee, Pilonieta, & Menendez, 2003). The questions of how and to what degree six first grade general education teachers implemented project interventions as well as the determination of impact teachers' beliefs about how best to instruct reading had on teacher implementation of Project PLUS early literacy interventions for at-risk readers in an urban school over a yearlong period was explored through a mixed methods comparative case study (Creswell, 1994; Patton, 2002; Yin, 1989, 2003). The study yielded three significant findings: First, three domains, the characteristics and sub-characteristics within them emerged: Teacher Adaptation Process, Student Dynamics, and Teacher Attributes. Second, sub-characteristics within each of the characteristics were achieved at discernable levels among teacher participants and thereby revealed a distinct pattern of user types: Accomplished, Emergent, and Initial. In addition, sub-characteristics within the domain Teacher Adaptation Process appeared to be the most challenging for teacher participants to achieve -- especially sub-characteristics within the characteristics, student outcome interpretation and pedagogical understanding. Teacher participants achieving high levels of the sub-characteristics within the characteristics student outcome interpretation and pedagogical understanding implemented project interventions more effectively. In sum, accomplished users (33%) implemented early literacy interventions most effectively and instructed 100% of their at-risk learners 100% of the time; emergent users (33%) implemented early literacy interventions with moderate effectiveness and instructed 29% of their at-risk learners; and initial users (33%) implemented early literacy interventions with poor effectiveness and instructed only 14% of their at-risk learners.; Third, teacher implementation of project interventions also appeared to correspond to teacher participants' mean difference between code-and-meaning-based reading instruction -- meaning that the greater the mean difference between code-based and meaning-based instruction the more or less effective the implementation of project interventions.; Therefore, findings from this study suggest that teachers' methodological preference to reading instruction impacted their implementation of Project PLUS early literacy interventions. Lastly, implications for the researcher, programs in teacher education, the practitioner, leaders in professional development, school administrators, student achievement, and future research were given. |
| Keyword | teacher implementation behavior; reading instruction; teacher beliefs; reading methodology |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Type | texts |
| Legacy record ID | usctheses-m197 |
| Rights | Reinoso-Lasley, Marta |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-ReinosoLasley-20061129 |
| Archival file | uscthesesreloadpub_Volume32/etd-ReinosoLasley-20061129.pdf |
Description
| Title | Page 1 |
| Full text | INSIDE OUT: TEACHER FACTORS THAT ASSIST IN THE FACILITATION OF THE IMPLEMENTATION OF EARLY LITERACY INTERVENTIONS FOR AT-RISK FIRST GRADERS IN AN URBAN SCHOOL By Marta Reinoso-Lasley A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION December 2006 Copyright 2006 Marta Reinoso-Lasley |
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