Date of Award
Summer 2022
Document Type
Open Access Dissertation
Department
Educational Studies
First Advisor
Suha Tamim
Abstract
Students reading below grade level need intense intervention. Reading is an active development that requires close collaboration by all the teachers involved in supporting struggling students. Understanding the needs of students with reading deficiencies can present challenges for teachers that are unable to work collectively to support the students. Teachers and interventionists need time to reflect on their attitudes and perceptions of planning and collaborating if they are going to help students achieve reading goals. Through the intervention of this study, the development and implementation of collaborative planning, teachers will be better prepared to meet the needs of their students. This ethnographic study of collaborative planning explores how the current practice has impacted the reading intervention system. Findings suggest that social cognitive theory supports professional development in building self-efficacy, collective efficacy, and a self-motivating instructional practice that promotes a genuine sense of community and high expectations
Rights
© 2022, Russell Derrial Clark
Recommended Citation
Clark, R. D.(2022). Qualitative Action Research Into the Planning Between the Classroom Teacher and Reading Interventionist. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/6995