Term

Spring 5-9-2016

Capstone

Thesis

Degree Name

MAEd

Primary Advisor/Dissertation Chair

Trish Harvey

Secondary Advisor/Reader One

Kendra Tlusty

Peer-Reviewer/Reader Two

Laurie Chelgren

Abstract

This capstone explores the impact that collaborative professional development between classroom teachers and reading recovery teacher can have on the quality of instruction and on student growth. A mixed-methods approach was used in this action research study including a literacy assessment that was administered to students before and after professional development, observations, and surveys. The data were examined and revealed that working collaboratively is beneficial for teachers and students. Professional development is a powerful tool to help improve instruction when used appropriately.

Research Methodology

Action Research

Included in

Education Commons

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