The need for effective content area reading teachers have continued to increase since the introduction of one public school districts’ Content Area Reading Professional Development (CAR-PD) in 2006. In 2011, modifications were made to improve the program, and it became known as the Next Generation Content Area Reading Professional Development (NGCAR-PD). The purpose of this program evaluation is to investigate the relationship between NGCAR-PD certified Biology teachers and their ability to implement reading strategies with science content effectively. The context of this inquiry is a mid-sized public school district that has implemented the program since 2006 at the middle and high school level with content area teachers. This study demonstrates that the expected outcomes of a program completer do not match the actual results. Quantitative and qualitative data revealed that specific improvements were needed for the NGCAR-PD program for teachers to be effective when implementing reading comprehension strategies with students in content area classrooms.
","abstract_html":"<p>The need for effective content area reading teachers have continued to increase since the introduction of one public school districts’ Content Area Reading Professional Development (CAR-PD) in 2006. In 2011, modifications were made to improve the program, and it became known as the Next Generation Content Area Reading Professional Development (NGCAR-PD). The purpose of this program evaluation is to investigate the relationship between NGCAR-PD certified Biology teachers and their ability to implement reading strategies with science content effectively. The context of this inquiry is a mid-sized public school district that has implemented the program since 2006 at the middle and high school level with content area teachers. This study demonstrates that the expected outcomes of a program completer do not match the actual results. Quantitative and qualitative data revealed that specific improvements were needed for the NGCAR-PD program for teachers to be effective when implementing reading comprehension strategies with students in content area classrooms.</p>","abstract_has_math":false,"creators":["Brown, Tia Pridgen"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Karen O'Donnell","Bradley Fuller","Carla Sparks"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-09-01T07:00:00Z","date_published":"2020-09-01T07:00:00Z","updated_at":"2026-07-24T03:20:57Z","subjects":["disciplinary literacy","professional development","science","content area reading","leadership","high school","Curriculum and Instruction","Educational Administration and Supervision","Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods","Elementary and Middle and Secondary Education Administration","Language and Literacy Education","Other Teacher Education and Professional Development","Science and Mathematics Education","Secondary Education","Secondary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/498","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Karen O'Donnell","Bradley Fuller","Carla Sparks"]},{"key":"dc:creator","label":"Author","values":["Brown, Tia Pridgen"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-08-12T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["disciplinary literacy","professional development","science","content area reading","leadership","high school","Curriculum and Instruction","Educational Administration and Supervision","Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods","Elementary and Middle and Secondary Education Administration","Language and Literacy Education","Other Teacher Education and Professional Development","Science and Mathematics Education","Secondary Education","Secondary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/498"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The need for effective content area reading teachers have continued to increase since the introduction of one public school districts’ Content Area Reading Professional Development (CAR-PD) in 2006. In 2011, modifications were made to improve the program, and it became known as the Next Generation Content Area Reading Professional Development (NGCAR-PD). The purpose of this program evaluation is to investigate the relationship between NGCAR-PD certified Biology teachers and their ability to implement reading strategies with science content effectively. The context of this inquiry is a mid-sized public school district that has implemented the program since 2006 at the middle and high school level with content area teachers. This study demonstrates that the expected outcomes of a program completer do not match the actual results. Quantitative and qualitative data revealed that specific improvements were needed for the NGCAR-PD program for teachers to be effective when implementing reading comprehension strategies with students in content area classrooms.
"]},{"key":"dc:title","label":"Title","values":["The Relationship Between the Next Generation Content Area Reading Professional Development Program on the Effectiveness of Teaching Literacy Strategies in High School Biology Classes"]}]}],"canonical_facts":{"dc:contributor":["Karen O'Donnell","Bradley Fuller","Carla Sparks"],"dc:creator":["Brown, Tia Pridgen"],"dc:date.available":["2020-08-12T07:00:00Z"],"dc:description.abstract":["The need for effective content area reading teachers have continued to increase since the introduction of one public school districts’ Content Area Reading Professional Development (CAR-PD) in 2006. In 2011, modifications were made to improve the program, and it became known as the Next Generation Content Area Reading Professional Development (NGCAR-PD). The purpose of this program evaluation is to investigate the relationship between NGCAR-PD certified Biology teachers and their ability to implement reading strategies with science content effectively. The context of this inquiry is a mid-sized public school district that has implemented the program since 2006 at the middle and high school level with content area teachers. This study demonstrates that the expected outcomes of a program completer do not match the actual results. Quantitative and qualitative data revealed that specific improvements were needed for the NGCAR-PD program for teachers to be effective when implementing reading comprehension strategies with students in content area classrooms.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/498"],"dc:subject":["disciplinary literacy","professional development","science","content area reading","leadership","high school","Curriculum and Instruction","Educational Administration and Supervision","Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods","Elementary and Middle and Secondary Education Administration","Language and Literacy Education","Other Teacher Education and Professional Development","Science and Mathematics Education","Secondary Education","Secondary Education and Teaching"],"dc:title":["The Relationship Between the Next Generation Content Area Reading Professional Development Program on the Effectiveness of Teaching Literacy Strategies in High School Biology Classes"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:57Z"}