The Relationship Between the Next Generation Content Area Reading Professional Development Program on the Effectiveness of Teaching Literacy Strategies in High School Biology Classes

<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>

Name thesis:degree_name

Ed.D. Doctor of Education

Level thesis:degree_level

Dissertation - Public Access

Discipline thesis:degree_discipline

Educational Leadership

Year dc:date.available

2020

Author dc:creator

• Brown, Tia Pridgen

Contributors dc:contributor

• Karen O'Donnell
• Bradley Fuller
• Carla Sparks

• 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

Repository record dc:identifier

https://digitalcommons.nl.edu/diss/498

OAI identifier oai:identifier

oai:digitalcommons.nl.edu:diss-1540