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

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