Readers Matter: The Development of an Individualized Professional Development Model

<p>An alarming trend of student non-compliance with reading assignments in secondary and post-secondary environments is causing concern in many areas, including college readiness. Public school teachers and university faculty alike are responsible for the literacy levels of graduating students; however, many educators are not implementing the adequate literacy supports within their content area courses. This project used current research on best practice in literacy instruction, as well as the Characteristics of Highly Effective Teaching and Learning to create the Readers Matter™ evaluative process in which faculty members self-select to be assessed regarding the current levels of student literacy support. After scoring the assessment, evaluators are then able to provide individualized professional development targeting areas of weakness made evident by the Readers Matter™ rubric. The current study evaluated five university instructors at a midsized university in the south-central United States. The results of this preliminary development research identified the data collection procedures that were beneficial and ultimately informative in the evaluation process and enabled developers to make informed decisions regarding individualized professional development.</p>

Name thesis:degree_name

Specialist in Education

Discipline thesis:degree_discipline

Department of Psychology

Year

2011

Author dc:creator

• Super, Daniel Jacob

Contributors dc:contributor

• Dr. Pamela Petty (Director), Dr. Andrew Mienaltowski, Dr. Carl Myers

• literacy support
• professional development
• student literacy
• information literacy
• Education
• Psychology
• Teacher Education and Professional Development

Repository record dc:identifier

https://digitalcommons.wku.edu/theses/1041

OAI identifier oai:identifier

oai:digitalcommons.wku.edu:theses-2044