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
Keywords
Literacy, Reading, Staff Development, Reading Recovery
Recommended Citation
Abrahamson, Tessa, "The impact of collaborative professional development between classroom teachers and reading recovery teachers" (2016). School of Education and Leadership Student Capstone Theses and Dissertations. 4116.
https://digitalcommons.hamline.edu/hse_all/4116